scholarly journals Critically Engaged Civic Learning: A Comprehensive Restructuring of Service-Learning Approaches

2021 ◽  
Vol 27 (2) ◽  
Author(s):  
Cindy S. Vincent
Keyword(s):  
Service Learning ◽  
Learning Approaches ◽  
Civic Learning

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

2020 ◽  
Vol 51 (5) ◽  
pp. 579-597
Author(s):  
Rosane Dal Magro ◽  
Marlei Pozzebon ◽  
Soraia Schutel
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Transformative Learning ◽  
Management Education ◽  
Learning Experience ◽  
Pedagogical Practices ◽  
Learning Approaches ◽  
Community Based ◽  
Teachers And Students ◽  
Management Students

In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.

Skills and knowledge management in higher education: how service learning can contribute to social entrepreneurial competence development

2019 ◽  
Vol 23 (10) ◽  
pp. 1925-1948 ◽  
Author(s):  
Jantje Halberstadt ◽  
Jana-Michaela Timm ◽  
Sascha Kraus ◽  
Katherine Gundolf
Keyword(s):  
Service Learning ◽  
Social Entrepreneurship ◽  
Qualitative Content Analysis ◽  
Educational Practice ◽  
Future Research ◽  
Small Data ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Data Set ◽  
Content Type

Purpose The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences. Design/methodology/approach This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university in interdisciplinary learning settings and five instructors from the same universities. Analysis was carried out by means of qualitative content analysis. Findings This paper provides empirical insights about the competences that are being fostered by service learning. From these, a framework for social entrepreneurship competences is being derived. Research limitations/implications The set of competences should be further investigated, as it was derived out of a small data set. Therefore, researchers are encouraged to use the set of competences for social entrepreneurship as a basis for future research and on a longer-term perspective, which lead to substantial implications for educational practice. Practical implications This paper includes implications for new perspectives on service learning in the light of the development of a relevant framework for social entrepreneurship competence, having significant implications for educational practice in social entrepreneurship education. Originality/value With this paper, the authors fulfill the need of a framework of social entrepreneurship competences that serves as a foundation for educational practice and further research in the context of service learning and beyond.

Glocalism

2017 ◽  
pp. 151-169
Author(s):  
Jennifer D. Hartman
Keyword(s):  
Public School ◽  
Service Learning ◽  
Art Education ◽  
Global Education ◽  
Local Context ◽  
Civic Learning ◽  
Education Environment ◽  
Local Environments ◽  
Neoliberal Ideology ◽  
The Face

The interconnectedness of nations and peoples worldwide is changing the face of art education. While some scholars aspire to global education that will encourage students to become engaged in creating a more just and peaceful world, others warn that global education is tied to a neoliberal ideology and must be approached with caution. This chapter will provide a discussion of the promises and challenges of infusing global civic learning into a public school art education environment and address how global civic learning might be situated in a local context in order to avoid some of the possible pitfalls. Then, through a review art education literature, the chapter will make suggestions for the types of curricular endeavors (service learning, ethnography, ecology, and public art) that have successfully been able to situate global civic learning in local environments.

Fostering Digital Literacy between Schools and the Local Community

2013 ◽  
Vol 4 (3) ◽  
pp. 10-18 ◽  
Author(s):  
Corrado Petrucco
Keyword(s):  
Service Learning ◽  
Student Performance ◽  
Digital Literacy ◽  
Online Community ◽  
Local Community ◽  
Project Based Learning ◽  
Social Software ◽  
Digital Citizenship ◽  
Learning Approaches ◽  
Technical High School

This article proposes the use of a conceptual framework for developing digital skills at school using Service Learning and Project-Based learning approaches. In this context, an important role is played by “digital citizenship” understood as a stimulus for participation in the community also through social software. The author also presents the results of a project carried out by students in technical high school on a very sensitive local issue: the installation of new antennas for mobile phones and the dangers of radiation. The students measured cell phone emissions and created videos that were distributed in a blog, accessed by both the local community and the general online community. The project results were positive on various levels, both at school, evidenced by an improvement in student performance and the motivation to learn, and socially, by satisfying the knowledge needs of the community.

Experiential Learning Through a Physical Activity Program for Children With Disabilities

2015 ◽  
Vol 34 (2) ◽  
pp. 165-188 ◽  
Author(s):  
K. Andrew R. Richards ◽  
Andrew D. Eberline ◽  
Sookhenlall Padaruth ◽  
Thomas J. Templin
Keyword(s):  
Physical Activity ◽  
Service Learning ◽  
Experiential Learning ◽  
Personal Growth ◽  
Children With Disabilities ◽  
Academic Learning ◽  
Learning Program ◽  
Descriptive Case Study ◽  
Civic Learning ◽  
Making A Difference

Service-learning has become a popular pedagogical tool to promote academic and civic learning. One form of service-learning provides physical activity for underrepresented community groups, including children with disabilities. Using experiential learning theory, the purpose of this descriptive case study was to evaluate college students’ experiences in a physical activity-based service learning program for children with disabilities. Through convenience sampling, 97 program participants (82 female, 15 male), most of whom were White (N = 85), were recruited for participation. Data included a pre- and postsurvey of civic learning, participant interviews, reflective journaling, and program observations. Qualitative data were analyzed using constant comparison and inductive analysis, and quantitative data were analyzed using Mixed ANOVAs. Results revealed that the program resulted in enhanced civic and academic learning. Themes included making a difference, academic and career connections, emotional and personal growth, and program reflection. Implications of the study and future directions for research are discussed.

Service Learning in Undergraduate Audiology Education

2015 ◽  
Vol 24 (4) ◽  
pp. 508-519 ◽  
Author(s):  
Lata A. Krishnan ◽  
K. Andrew R. Richards ◽  
Mary Bajek
Keyword(s):  
Service Learning ◽  
Learning Community ◽  
Community Service ◽  
Qualitative Data ◽  
Civic Learning ◽  
Band Students ◽  
Hearing Assessment ◽  
Service Learning Projects ◽  
Assessment Procedures ◽  
Learning Projects

Purpose The purpose of this study was to incorporate a service learning project in an undergraduate audiology course and evaluate how it affected student learning in the class. Method The study involved partnering with a group of students enrolled in a band learning community. Students in the audiology course learned about hearing assessment procedures in class and practiced the procedures on each other in labs. Toward the end of the semester, they assessed the hearing of the band students and provided counseling regarding the importance of hearing protection. Qualitative data were obtained in the form of preflections and final reflection papers completed by the students in the audiology course at the start and conclusion of the semester. Quantitative data included completion of the Community Service Attitudes Scale (CSAS; Shiarella, McCarthy, & Tucker, 2000) prior to and at the conclusion of the course. Results Results revealed overwhelmingly positive comments from the students in their final reflections, although there were no significant changes in the pre- and post-administration of the CSAS. Conclusion Incorporating service learning projects into undergraduate curricula in speech and hearing has the potential to enhance academic and civic learning while also benefitting the community.

Outcomes of an International Audiology Service-Learning Study-Abroad Program

2016 ◽  
Vol 25 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Lata A. Krishnan ◽  
K. Andrew R. Richards ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Cultural Competence ◽  
Study Abroad ◽  
Cultural Awareness ◽  
Qualitative Data ◽  
Rating Scale ◽  
Public Affairs ◽  
Community Partner ◽  
Civic Learning ◽  
Study Abroad Program

Purpose The purpose of this study was to evaluate students' academic and civic learning, with particular interest in cultural competence, gained through participation in the Speech, Language, and Hearing Sciences in Zambia study-abroad program. Method Twelve female students participated in the program. Quantitative data collected included pre- and postprogram administration of the Public Affairs Scale (Levesque-Bristol & Cornelius-White, 2012) to measure changes in participants' civic learning. Qualitative data included journals, end-of-program reflection papers, videos, and researcher field notes. Feedback was also obtained from community-partner organizations via a questionnaire and rating scale. Results Comparison of the pre- and postprogram Public Affairs Scale data showed a significant increase in cultural competence and a marginal increase in community engagement at the conclusion of the program. Qualitative data showed that participants' cultural awareness was increased, they benefited from hands-on learning, and they experienced a variety of emotions and emotional and personal growth. Conclusions Results show that a short-term study-abroad program with a service-learning component can be a mechanism for students to enhance academic and civic learning, specifically cultural competence and clinical skills. Sustainability of programs is a challenge that needs to be addressed.

scholarly journals Service Learning Approaches Instrumentation to Community Development in the 21st Century

2020 ◽  
Vol 8 (5A) ◽  
pp. 57-62
Author(s):  
Seriki Mustapha Kayode ◽  
Muhammad Khair Bin Noordin ◽  
Nur Husna binti Abd. Wahid
Keyword(s):  
Service Learning ◽  
Community Development ◽  
Learning Approaches

scholarly journals Civic Professionalism: Using Service Learning to Educate Social Work Students as Citizens

10.18060/1315 ◽  
2011 ◽  
Vol 12 (1) ◽  
pp. 21-32 ◽  
Author(s):  
Tracey Kathleen Burke
Keyword(s):  
Social Work ◽  
Service Learning ◽  
Civic Education ◽  
Social Work Students ◽  
Community Partnership ◽  
Civic Learning ◽  
Work Education ◽  
The University ◽  
Civic Professionalism ◽  
Schools Of Social Work

Schools of social work have put considerable energy into civic engagement and community partnership. Despite the attention paid to the civic mission of the university and/or of the profession, however, very little attention has been paid to the civic education of social work students. It will be argued here that social work education must include discussions about citizenship and democracy, about participating in our communities apart from our work. Service learning, with its emphasis on civic learning and a complementary focus on social justice, provides both a lens and a pedagogy for accomplishing this.

scholarly journals Service-Learning, the Arts, and Incarceration

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Melanie Buffington ◽  
Courtnie N. Wolfgang ◽  
Tesni A. Stephen
Keyword(s):  
Service Learning ◽  
University Students ◽  
Teacher Preparation Programs ◽  
Learning Approaches ◽  
Education Students ◽  
Preparation Programs ◽  
The Arts ◽  
The University ◽  
Pre Service Teacher ◽  
Journal Entries

This paper describes three different service-learning approaches the authors utilized in graduate art education students and incarcerated residents at a municipal jail facility. By situating our experiences within feminist theory, we analyze and unpack the strengths and weaknesses of each approach. Through an analysis of teacher and student journal entries we came to see that our level of responsiveness to residents needed to increase as compared to our considerations of the university students.  We came to see the significant knowledge that the residents hold about excellence in teaching and created an opportunity for the university students and ourselves to learn from the residents.  We also identified three areas, breaking stereotypes, awareness of privilege, and showing empathy, that created change in the university students.  We believe that service-learning in pre-service teacher preparation programs allows university students to learn from and with residents, thus helping to create more empathetic future teachers.  

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