Challenging Racism and White Privilege in Undergraduate Theology Contexts: Teaching and Learning Strategies for Maximizing the Promise of Community Service-Learning

2015 ◽  
Vol 18 (1) ◽  
pp. 20-36 ◽  
Author(s):  
Jennifer Reed-Bouley ◽  
Eric Kyle
Keyword(s):  
Service Learning ◽  
Learning Strategies ◽  
Community Service ◽  
Teaching And Learning ◽  
White Privilege ◽  
Community Service Learning ◽  
Teaching And Learning Strategies

scholarly journals Teaching University students for a Multicultural society

2020 ◽  
pp. 11-31
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Internal Displacement ◽  
University Graduates ◽  
Teaching And Learning Strategies

Throughout the world, the populations of many countries are rapidly becoming more diverse than ever. Population composition is changing, whether measured by ethnicity or race, age or generation, immigration status, or internal displacement. Higher education institutions have an important role in preparing university graduates to interact with diverse groups. This focus guided our study: What teaching and learning strategies might enhance intercultural competence (ICC) among undergraduate students at a university? ICC was considered to be understanding of one‘s own culture as well as the capacity to understand, interpret, and adapt to other cultures. Investigators wanted to collect a set of activities to foster growth in students‘ ICC through knowledge, experience, reflection, and coaching. This project examined 278 scholarly articles to explore the teaching and learning strategies that appear to have made the difference. Using keywords such as multiculturalism, intercultural competence, diversity, higher education, coaching, reflection, service learning, and cultural partners, investigators used academic databases to locate related materials. Research articles were analyzed to locate effective pedagogical practices. The study reported evidence from academic literature about intensive, intentional, and reflective cross-cultural educational experiences that could have a positive impact on the ICC of undergraduate students. Impactful teaching and learning experiences include elements of knowledge, experience, coaching, and reflection. The author suggested specific teaching and learning activities that combine all four elements and may be customized to enhance almost any academic or professional preparation program: cultural autobiography, diversity stories, cultural partnership, and service learning.

scholarly journals A Study of Limits, Ignorance, and Reading Practices: Community Service-Learning as an Exercise in the Vision of Queer Pedagogy

2018 ◽  
Vol 4 (1) ◽  
pp. 97-105
Author(s):  
Jordan Sifeldeen
Keyword(s):  
Service Learning ◽  
Queer Theory ◽  
Community Service ◽  
Teaching And Learning ◽  
Theoretical Ground ◽  
Pedagogical Practice ◽  
Reading Practices ◽  
Community Service Learning ◽  
Transformative Potential ◽  
Queer Pedagogy

  Theories and practices of community service-learning (CSL) have implicated it in a broad project of confronting the unthinkability of privilege and difference, the culturally situated, political nature of knowledge, and the dialogical, transformative potential of reading. I argue that this understanding of CSL largely aligns in vision, directives, and prospects with an exercise in queer pedagogy. With its critical inquiry into pedagogical practice informed by queer theory, Deborah Britzman’s triangulated queer pedagogy not only shares productive theoretical ground with CSL, but can also be seen to inform, enhance, and develop the academic role of service-learning as a methodology of teaching and learning. Through its development in academic institutions in Canada, CSL should look to queer theory’s established lexicon in order to take up precise, thickly descriptive, exoteric language which reflects the two fields’ productive commonalities. Furthermore, where CSL literature often identifies as volunteerism, internship, and experiential learning, queer pedagogy ascribes deep transformative potential to its approach—a perspective and a potential often undervalued by practitioners of CSL. Finally, a bringing together of community service-learning and queer pedagogy illustrates the need in service-learning literature for an approach to systematic archiving which more closely adheres to the field’s emphasis on the creation of deeply reflective and creative academic work.

Using reflection. Mentoring midwifery students in India

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Glenda Hawley ◽  
Anthony Tuckett
Keyword(s):  
Learning Strategies ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Action Plan ◽  
Constructivist Theory ◽  
Clinical Placements ◽  
Teaching And Learning Strategies ◽  
Global Health Care ◽  
Insight Into

Purpose: This study aims to offer guidance to lecturers and undergraduate midwifery students in using reflective practice and to offer a roadmap for academic staff accompanying undergraduate midwifery students on international clinical placements. Design: Drawing on reflection within the Constructivist Theory, the Gibbs Reflective Cycle (GRC) provides opportunities to review experiences and share new knowledge by working through five stages—feelings, evaluation, analysis, conclusion and action plan. Findings:  The reflections of the midwifery students in this study provide insight into expectations prior to leaving for international placement, practical aspects of what local knowledge is beneficial, necessary teaching and learning strategies and the students’ cultural awareness growth. Implications: The analysis and a reflective approach have wider implications for universities seeking to improve preparations when embarking on an international clinical placement. It can also inform practices that utilise reflection as an impetus to shape midwifery students to be more receptive to global health care issues. 

Community Service Learning with First Peoples

2018 ◽  
Author(s):  
Brydie-Leigh Bartleet ◽  
Dawn Bennett ◽  
Anne Power ◽  
Naomi Sunderland
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Music Educators ◽  
Learning Opportunities ◽  
Community Music ◽  
Culturally Appropriate ◽  
Community Service Learning ◽  
Intercultural Learning ◽  
Music Making ◽  
First Peoples

Community music educators worldwide face the challenge of preparing their students for working in increasingly diverse cultural contexts. These diverse contexts require distinctive approaches to community music-making that are respectful of, and responsive to, the customs and traditions of that cultural setting. The challenge for community music educators then becomes finding pedagogical approaches and strategies that both facilitate these sorts of intercultural learning experiences for their students and that engage with communities in culturally appropriate ways. This chapter unpacks these challenges and possibilities, and explores how the pedagogical strategy of community service learning can facilitate these sorts of dynamic intercultural learning opportunities. Specifically, it focuses on engaging with Australian First Peoples, and draws on eight years of community service learning in this field to inform the insights shared.

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

scholarly journals Conceiving Socioscientific Issues in STEM Lessons from Science Education Research and Practice

2021 ◽  
Vol 11 (5) ◽  
pp. 238
Author(s):  
Silvia Alcaraz-Dominguez ◽  
Mario Barajas
Keyword(s):  
Science Education ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Socioscientific Issues ◽  
Educational Systems ◽  
Group Discussions ◽  
Inquiry Based Learning ◽  
Teaching And Learning Strategies ◽  
Assessment Of Student Learning ◽  
Method Of Assessment

This paper aims to elicit the different conceptions of Socioscientific Issues (SSI) in formal, non-tertiary STEM lessons. An examination of recent publications in the field of science education was conducted to elicit the most common conceptions of SSI as per the components of STEM lessons, namely: purpose, contents, teaching and learning strategies and assessment. As for purpose, the conceptions elicited have been organized in terms of contributing to citizenship goals, or to scientific competence. As for contents, it was found that SSI are related both to knowledge of science and knowledge about science and linked to skills such as argumentation. In terms of teaching and learning strategies, SSI are mainly associated with Inquiry-Based Learning; and with student engagement techniques such as dilemmas and group discussions. Lastly, performance assessment of student learning processes and results is typical when SSI are conceived as a method of assessment of STEM lessons. This conception sets up strong foundations for the design and evaluation of innovative SSI teaching. It shall also help to open new lines of research establishing connections among applications of SSI in different subjects, cultural contexts and educational systems.

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