Developing a Critical Pedagogy of Service Learning: Preparing Self-Reflective, Culturally Aware, and Responsive Community Participants

2014 ◽  
pp. 131-150
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Responsive Community

Critical Pedagogy beyond the Classroom Walls: Community Service-learning and Spanish Heritage Language Education

2011 ◽  
Vol 8 (3) ◽  
pp. 293-314
Author(s):  
Jennifer Leeman ◽  
Lisa Rabin ◽  
Esperanza Román-Mendoza
Keyword(s):  
College Students ◽  
Elementary School ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Community Service ◽  
Heritage Language ◽  
Language Education ◽  
After School ◽  
Community Service Learning ◽  
Heritage Language Education

This article describes a critical service-learning initiative in which college students of Spanish taught in an after-school Spanish class for young heritage language (HL) speakers at a local elementary school. We contextualize the program within broad curricular revisions made to the undergraduate Spanish program in recent years, explaining how critical pedagogy and our students’ experiences motivated the design of the program. After describing the program, we analyze reflections from participants that show how the experience helped them take their critical language agency beyond the classroom walls and integrate university, school and community knowledges, as both the college students and the children they taught came to view their cultural and linguistic heritages to be of educational and public importance.

Exploring the Impact of Service-Learning on Literacy Teachers' Self-Reported Empathy

2018 ◽  
pp. 393-408 ◽  
Author(s):  
Leah Katherine Saal
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Quantitative Research ◽  
Learning Experience ◽  
Future Research ◽  
Literacy Teachers ◽  
Significant Difference ◽  
Literacy Teacher Education ◽  
The Impact ◽  
Post Condition

Although (1) literacy teacher education research and professional practice standards highlight the significance of empathy as a central tenant of teachers' professional dispositions, and (2) developing deeper and more empathetic understanding of others is a frequently cited rationale for utilizing service-learning as a critical pedagogy for in-service and pre-service teacher preparation, little quantitative research exists measuring in-service teachers' empathy or empathy development. The purpose of this chapter is to explore how a course-embedded, self-selected, and community-based service-learning experience effected participating literacy teachers' self-reported empathy. While participants scores increased in the pre-post condition, results of a paired sample t-test indicated no significant difference in teachers' self-reported empathy across the pre-post condition. Implications for practice and program administration as well as suggestions for future research are discussed.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2018 ◽  
pp. 1542-1560
Author(s):  
Patricia A Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Software Engineering Ethics Education

2015 ◽  
pp. 228-250 ◽  
Author(s):  
Gada Kadoda
Keyword(s):  
Software Engineering ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Ethics Education ◽  
Ethical Issues ◽  
Engineering Ethics ◽  
Software Engineers ◽  
Engineering Ethics Education ◽  
Service Learning Projects ◽  
Human Desire

The difficulties inherent in the nature of software as an intangible object pose problems for specifying its needs, predicting overall behavior or impact on users, and therefore on defining the ethical questions that are involved in software development. Whereas software engineering drew from older engineering disciplines for process and practice development, culminating in the IEEE/ACM Professional Code in 1999, the topic of Software Engineering Ethics is entwined with Computer Science, and developments in Computer and Information Ethics. Contemporary issues in engineering ethics such as globalization have raised questions for software engineers about computer crime, civil liberties, open access, digital divide, etc. Similarly, computer-related ethics is becoming increasingly important for engineering ethics because of the dominance of computers in modern engineering practice. This is not to say that software engineers should consider everything, but the diversity of ethical issues presents a challenge to the approach of accumulating resources that many ethicists maintain can be overcome by developing critical thinking skills as part of technical training courses. This chapter explores critical pedagogies in the context of student outreach activities such as service learning projects and considers their potential in broadening software engineering ethics education. The practical emphasis in critical pedagogy can allow students to link specific software design decisions and ethical positions, which can perhaps transform both student and teacher into persons more curious about their individual contribution to the public good and more conscious of their agency to change the conditions around them. After all, they share with everyone else a basic human desire to survive and flourish.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2016 ◽  
pp. 112-130
Author(s):  
Patricia A Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

Engaging Heads, Hands, and Hearts to Optimize Study Abroad Outcomes

2016 ◽  
pp. 1438-1456
Author(s):  
Patricia A. Talbot ◽  
Jennifer Jones
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Study Abroad ◽  
Transformational Learning ◽  
Field Work ◽  
Community Members ◽  
Related Field ◽  
Transformational Learning Theory ◽  
Classroom Study ◽  
Theoretical Foundations

This chapter poses an innovative framework that can be utilized as a model for study abroad experiences, particularly those situated in developing countries. The model enhances a service learning structure by grounding both classroom study and related field work in the theoretical foundations of critical pedagogy, transformational learning theory, ecological systems theory and critical theory in a manner that sets the stage for success for study abroad students and in-country community members alike. The chapter concludes with a recommended plan for implementation of the framework as well as suggestions for optimizing sustainable outcomes for teachers as they begin work in classrooms of their own.

scholarly journals Aha Malawi! Envisioning Field Experiences that Nurture Cultural Competencies for Preservice Teachers

2011 ◽  
Vol 13 (1) ◽  
Author(s):  
Patricia A Talbot
Keyword(s):  
Preservice Teachers ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Transformational Learning ◽  
Personal Growth ◽  
Classroom Practice ◽  
Field Experiences ◽  
Cultural Competencies ◽  
Transformational Learning Theory ◽  
Diverse Field

This theoretical study uses the context of the writer’s personal encounters in Malawi, Africa, to propose a conceptual model for creating diverse field experiences based on best practices in critical pedagogy, service learning, and the underpinnings of transformational learning theory, for the purpose of increasing the probability of meaningful and sustainable personal growth that impacts classroom practice over time. The visual framework proposed illustrates the overlap and the unique qualities of these three often-used perspectives for building cultural competencies for teachers and makes the case for incorporating all three when designing experiential learning opportunities with recommendations for how to do so.

Software Engineering Ethics Education

2016 ◽  
pp. 1068-1089
Author(s):  
Gada Kadoda
Keyword(s):  
Software Engineering ◽  
Service Learning ◽  
Critical Pedagogy ◽  
Ethics Education ◽  
Ethical Issues ◽  
Engineering Ethics ◽  
Software Engineers ◽  
Engineering Ethics Education ◽  
Service Learning Projects ◽  
Human Desire

The difficulties inherent in the nature of software as an intangible object pose problems for specifying its needs, predicting overall behavior or impact on users, and therefore on defining the ethical questions that are involved in software development. Whereas software engineering drew from older engineering disciplines for process and practice development, culminating in the IEEE/ACM Professional Code in 1999, the topic of Software Engineering Ethics is entwined with Computer Science, and developments in Computer and Information Ethics. Contemporary issues in engineering ethics such as globalization have raised questions for software engineers about computer crime, civil liberties, open access, digital divide, etc. Similarly, computer-related ethics is becoming increasingly important for engineering ethics because of the dominance of computers in modern engineering practice. This is not to say that software engineers should consider everything, but the diversity of ethical issues presents a challenge to the approach of accumulating resources that many ethicists maintain can be overcome by developing critical thinking skills as part of technical training courses. This chapter explores critical pedagogies in the context of student outreach activities such as service learning projects and considers their potential in broadening software engineering ethics education. The practical emphasis in critical pedagogy can allow students to link specific software design decisions and ethical positions, which can perhaps transform both student and teacher into persons more curious about their individual contribution to the public good and more conscious of their agency to change the conditions around them. After all, they share with everyone else a basic human desire to survive and flourish.

The Convergence of Critical Pedagogy with Arts-Based Service-Learning

2021 ◽  
pp. 1006-1028
Author(s):  
Amanda Alexander ◽  
Ross H. Schlemmer
Keyword(s):  
Service Learning ◽  
Critical Pedagogy ◽  
Free Market ◽  
The United States ◽  
Pedagogical Practices ◽  
Neoliberal Globalization ◽  
Consciousness Development ◽  
Socially Engaged Art ◽  
The Arts ◽  
Free Market Capitalism

Neoliberal globalization and politics are reshaping the landscape in the United States and other countries; consequently, broader and more critical perspectives about education, community, and the arts are becoming increasingly more important. In the field of education, critical pedagogy has become a philosophy to expose, critique, and challenge neoliberal free market capitalism. Critical pedagogy becomes the link between local and global perspectives that reveals conditions of social and cultural injustices. Through socially engaged art education and service-learning initiatives, the authors have been engaging their students to become actively engaged citizens. This chapter offers a qualitative critique of the authors' own pedagogical practices through the convergence of critical pedagogy and arts-based service-learning by applying, adapting, and revising existing models of critical pedagogy such as Cipolle's (2010) “four elements of critical consciousness development” (p. 40) and Shor's (1992) methods for implementing critical pedagogy.

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