scholarly journals Service-Learning as Social Education

1998 ◽  
Vol 3 (3) ◽  
pp. 151-158 ◽  
Author(s):  
John R. Freese
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Community Service ◽  
Social Criticism ◽  
Social Needs ◽  
Social Education ◽  
Social Analysis ◽  
Social Interests ◽  
Manual Labour ◽  
False Sense

Service-learning is a pedagogical process that actively involves students in social analysis, social criticism and social participation. This effort is not community service - which all too often conveys the impression of rather forcefully providing cheap, low skill, manual labour for less-than-affluent communities (Institute for Justice, 1994). This effort is not charity - which all too often appears to perpetuate stereotypes, to provide the elite with a false sense of altruism, and to inflict upon the disenfranchised a reinforced sense of despair (Freire, 1964). Rather, service-learning encourages students to speak in their own voice, to research authentic social needs, to be advocates for their social interests, and to serve their communities in the pursuit of social justice. This article examines one methodology that links service-learning to social education.

Partners, Neighbors, and Friends: The Practice of a Place-Based Education

2001 ◽  
Vol 23 (2) ◽  
pp. 19-23 ◽  
Author(s):  
Talmage Stanley ◽  
Stephen Fisher
Keyword(s):  
Public Policy ◽  
Social Justice ◽  
Social Change ◽  
Service Learning ◽  
Community Service ◽  
Systematic Study ◽  
Agents Of Change ◽  
Public Ethics ◽  
Place Based Education ◽  
The Impact

At Emory and Henry College, our vision for a place-based education integrating service with learning led in 1996, to the approval of the creation of a new major in Public Policy and Community Service. A rigorous and interdisciplinary service learning major, all of its courses are designed to help students better understand the impact of local, regional, national, and global structures and institutions on social change. As the curriculum evolves, we are institutionalizing in it a systematic study of several primary conceptual themes: citizenship, service, religion, public ethics, cultural diversity, public policy, place-based politics, social justice, and social change. The program aims to empower students by enabling them 110t only to understand critically the necessity and processes of social change but also to become agents of change in Southwest Virginia, Appalachia, and beyond, while they are students.

scholarly journals Community-University Partnerships for Social Justice: An Interview with Joan Kuyek

2018 ◽  
Vol 4 (1) ◽  
pp. 263-270 ◽  
Author(s):  
Joan Kuyek ◽  
Nancy Van Styvendale
Keyword(s):  
Social Justice ◽  
Service Learning ◽  
Environmental Justice ◽  
Community Service ◽  
Years Of Experience ◽  
Community Service Learning ◽  
University Partnerships ◽  
Specific Experience ◽  
Community Organizer

In this section, co-editor of this issue Nancy Van Styvendale interviews Joan Kuyek, an Ontario-based social and environmental justice activist with nearly fifty years of experience as a community organizer and educator. The interview discusses the realities, challenges, and benefits of such community-university partnerships, including the more specific experience of working with faculty and students involved in community service-learning (CSL).

scholarly journals Relational Social Justice Identity Development among Chinese International High School Students

2016 ◽  
Vol 6 (2) ◽  
pp. 155
Author(s):  
Christine J. Yeh ◽  
Suellen Lee ◽  
Leyla Pérez-Gualdrón
Keyword(s):  
High School ◽  
Social Justice ◽  
High School Students ◽  
Service Learning ◽  
Identity Development ◽  
Community Service ◽  
School Counselor ◽  
Interview Data ◽  
Self Awareness ◽  
School Students

<p>This research explored the development of a social justice orientation and identity in a sample of high school students in Hong Kong. A sample of 12 students, four teachers, the Principal, and the School Counselor were interviewed in depth about the roles of community service, service learning, and social justice in their identities and school activities. Grounded theory was used to analyze the interview data and six main themes and several subcategories emerged: Six themes emerged from the interview data: (1) Community service as a social experience; (2) Service as a personally rewarding experience; (3) Appreciation of cultural differences; (4) Self-awareness and selflessness; (5) Adult support for social justice; and (6) Challenges in developing a social justice agenda. Implications for social justice identity development in counseling and education are discussed.</p>

Book Review: Promoting Community Renewal through Civic Literacy and Service Learning

NASPA Journal ◽  
1997 ◽  
Vol 34 (3) ◽  
Author(s):  
Michael H. Persons ◽  
David Lisman
Keyword(s):  
Service Learning ◽  
Community Service ◽  
Social Problems ◽  
Community Renewal ◽  
Academic Instruction ◽  
The Family ◽  
The Government ◽  
Civic Literacy

This is an optimistic, and useful, book written at a pessimistic time. In an era when the nation faces many social problems - including alienation from the government and work, the fragmentation of the family, and an expanding materialism - this book promoting civic literacy approaches to service learning and seeks to help educators in their efforts to redefine the role of civics in contemporary society. The civic literacy approach to service learning is defined as pedagogy that combines community service and academic instruction and that focuses on critical, reflective thinking and civic responsiblity. The editors challenge community colleges to act as catalysts for a national movement of community renewal, suggesting that they may be our best hope for finding ways to solve our social problems.

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.

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