scholarly journals Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in Courses

2010 ◽  
Vol 1 (2) ◽  
pp. 87-98 ◽  
Author(s):  
Tata Mbugua
Keyword(s):  
Service Learning ◽  
Multicultural Education ◽  
Ethnic Diversity ◽  
Global Education ◽  
Culturally Relevant ◽  
Global Awareness ◽  
Course Content ◽  
International Service Learning ◽  
International Service ◽  
Responsive Pedagogy

Fostering Culturally Relevant/Responsive Pedagogy and Global Awareness through the Integration of International Service-learning in CoursesEducators are being asked to respond to the forces of globalization and human interconnectedness that characterize the 21stcentury. These forces are resulting in changing population demographics and increased migration which is bringing a new complexity to cultural and ethnic diversity within regions, local communities and ultimately in elementary school classrooms. As a response, institutions of higher learning are seeking ways of preparing pre-service teachers who are culturally sensitive and globally aware and who will in turn prepare young children to be world citizens. One way of achieving this goal is to integrate an experiential service-learning component in courses as a way of expanding pre-service teachers perspectives to the world while enhancing their cultural competence, understanding of others different from themselves, commitment to social justice issues, and mastery of course content. This manuscript describes the development of a graduate course at a university in northeast USA, and the subsequent implementation of the course in Kenya with an integrated international service-learning component. Ideas of scholars on multicultural education, global education, culturally relevant pedagogy and service-learning will be used as a way of framing the discussion topic. The positive rewards and some challenges of this course will be discussed along with some concluding remarks.

scholarly journals Student Outcomes From Participating in an International STEM Service-Learning Course

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401769715 ◽  
Author(s):  
Kristy L. Daniel ◽  
Chandrani Mishra
Keyword(s):  
Service Learning ◽  
Global Awareness ◽  
Affective Outcomes ◽  
Specific Content ◽  
International Service Learning ◽  
International Service ◽  
Semistructured Interviews ◽  
Civic Awareness ◽  
And Mathematics ◽  
Journal Entries

The purpose of this study was to measure student affective, behavior, and content (ABC) and global awareness outcomes after participating in a science, technology, engineering, and mathematics (STEM)–based international service-learning (ISL) course and impacts on long-term retention in STEM fields. We compared experiences from 12 participants (undergraduate and graduate students) enrolled in a STEM-based ISL course with experiences from four students enrolled in the same course without the service-learning component. The ISL course involved classroom discussions on environmental topics and four local and ISL projects with community partners to contribute to conservation efforts. Data came from student responses on a civics awareness questionnaire, reflective journal entries, and responses captured during individual semistructured interviews 2 years after the course. Findings indicate positive improvements in affective outcomes, significant gains in civic awareness, differences in behaviors based on class of student, specific content gains related to service-learning activities, global awareness gains for all students, and differential impacts on retention in STEM-related fields.

scholarly journals Global Engineering Leadership – Design and Implementation of Local and International Service Learning Curriculum for Senior Engineering Students

2013 ◽  
Author(s):  
Elizabeth A. Croft ◽  
Paul Winkelman ◽  
Alaya Boisvert ◽  
Kristin Patten
Keyword(s):  
Service Learning ◽  
Engineering Students ◽  
Leadership Capacity ◽  
Leadership Education ◽  
Global Awareness ◽  
International Service Learning ◽  
International Service ◽  
Design And Implementation ◽  
Global Engineering ◽  
Elective Course

Engineering students are typically well- prepared with technical knowledge and skills that are prerequisite to solving problems. However, recent changes to the Canadian Engineering Accreditation Board recognize that contributions made by engineers to our society also depend upon proficiency in key non- technical areas, including teamwork and leadership capacity, service, and global awareness. In this paper, we argue that service-learning pedagogy addresses many desired graduate attributes required for accreditation. We then discuss the design and implementation of a new service-learning elective course series aimed at providing students with leadership education and service experiences that address these attributes in both local and global contexts. Finally, we reflect on the short term, qualitative outcomes of the course series that has run in pilot form for the past two years with approximately 20 students per year, and has recently been approved as an ongoing part of the UBC engineering curriculum.

Beyond Book Learning: Cultivating the Pedagogy of Experience through Field Trips

2003 ◽  
Vol 26 (1) ◽  
pp. 24-33 ◽  
Author(s):  
Lisa Marie Jakubowski
Keyword(s):  
Critical Thinking ◽  
Service Learning ◽  
Conceptual Framework ◽  
Field Trips ◽  
Community Based ◽  
International Service Learning ◽  
International Service ◽  
Long Time ◽  
Community Based Learning ◽  
Responsive Pedagogy

For a long time, students of sociology have expressed a strong interest in applying their classroom knowledge to the living community. By linking classroom and community, this paper explores the process of learning through involvement. Specifically, the author suggests that “critically responsive” pedagogy invites involvement, and, can be realized by utilizing a conceptual framework into which is incorporated experience, critical thinking and reflection, and action. The compatibility between critically responsive pedagogy and service-learning is addressed. More concretely, an international service-learning project, culminating in a December 2000 field trip to Manzanillo, Cuba, is offered as an example of effective, “critically responsive” community-based learning.

Seeing Beyond: Visual Approaches in Global Learning

2010 ◽  
Vol 32 (3) ◽  
pp. 45-48
Author(s):  
Hilary Kahn
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Visual Methods ◽  
Social Critique ◽  
Global Learning ◽  
Global Awareness ◽  
Learning Program ◽  
International Service Learning ◽  
International Service ◽  
Global Understanding

Visual methods and theories are no longer only relevant to filmmakers, media critics, photographers, communication researchers, and self-identified visual anthropologists. Increasing numbers of people acknowledge the broader role that visual approaches play within fieldwork, research, social critique, and cultural representation (Pink 2006). Fewer, however, consider the significance of the visual in teaching and learning, and how visual approaches allow us to teach what culture and global awareness really is. Whether in a classroom on a US campus or during an international service-learning program in Jamaica, visual frameworks guide students to trace linkages and challenge constructs and, thus, provide the competencies necessary for cultural and global understanding.

scholarly journals Challenging Problematic Dichotomies: Bridging the Gap Between Critical Pedagogy and Liberal Academic Approaches to Global Education

2013 ◽  
Vol 42 (1) ◽  
Author(s):  
Michael O'Sullivan ◽  
Harry Smaller
Keyword(s):  
Service Learning ◽  
Secondary School ◽  
Critical Pedagogy ◽  
Case Studies ◽  
Global Education ◽  
Transformative Pedagogy ◽  
School Students ◽  
International Service Learning ◽  
International Service ◽  
Education Study

This empirical exploration examines two case studies involving secondary school students’ involvement in global education. The paper begins with brief discussions of three related concepts (global citizenship education, study abroad, and international service learning), followed by a description of the case studies and an analysis of our empirical findings. We conclude with some comment on the possible connections between our findings and the ongoing tensions between advocates of explicitly critical/transformative pedagogy, as compared to those favouring a liberal academic perspective – suggesting that, in some circumstances at least, there may be more similarities than differences in outcomes for individual students relating to their critical thinking and social awareness.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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