Given the shifting higher education landscape, academic institutions are increasingly embracing service‐learning (S‐L) as an effective pedagogical practice to improve academic and civic engagement and retention. Although supporters value the integration of service, instruction, and reflection, or S‐L, in the curriculum to deepen intercultural awareness, civic attitudes, and personal and social skill development while balancing community‐identified needs and academic objectives, poorly designed community–university initiatives can perpetuate inequality and stereotypes and weaken community ties and learning outcomes. This entry surveys literature to describe the characteristics, benefits, limitations, models, and best practices for community‐engaged inquiry and pedagogy. Infusing a participatory digital visual S‐L framework in the curriculum can counter the mainstream banking education model and deficit discourses about sociocultural, racial, and linguistic diversity by recognizing the community as a knowledge source and promoting belonging and social justice through multimodal resources and alternative worldviews.
In Analyzing Talk in the Social Sciences: Narrative, Conversation & Discourse Strategies, Katherine Bischoping and Amber Gazso introduce three analytical approaches to talk data: narrative analysis, conversation analysis, and discourse analysis. Taking a sociological perspective, the authors engage in critical dialogue on research that employs these approaches, and provide step-by-step guide to analyzing talk data, using these strategies. They expand on introductory qualitative research concepts by taking up the complex interrelationships among epistemological, ontological, paradigmatical, and theoretical lenses that guide these analytical strategies. Through examples from a wide range of studies and their own research and advising experiences, Bischoping and Gazso articulate various analytical approaches to talk data to demonstrate the strength of these strategies in qualitative inquiry. Despite its minor shortcomings, such as its narrow focus on three analytical approaches and prevalent focus on talk data elicited in interviews, this book offers insights and strategies for students, faculty, and researchers interested in fine-tuning approaches guided by narrative analysis, conversation analysis, and discourse analysis.
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