‘As Good as It Gets?’ The Impact of Philosophical Orientations on Community-Based Service Learning for Multicultural Education

Boyle‐Baise, Marilynne

doi:10.1080/00131729908984439

Cited by 18 publications

(10 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is little evidence that service-learning provides substantive, meaningful, long-term solutions for the communities it purports to help (Butin, 2003). In fact, as some researchers have noted, it may actually do the reverse by reinforcing and perpetuating the dominant deficit perspectives of others, and in effect maintaining a hierarchy of power between the servers and those being served (Boyle-Baise, 1999;Wade, 2000;Sleeter, 2001;Boyle-Baise & Langford, 2004). Equality and democracy are reserved for those 'providing' the service and masked or silenced for those in the community 'receiving' the service.…”

Section: Why Is This Potential Unrealized?mentioning

confidence: 91%

Breaking literacy boundaries through critical service‐learning: education for the silenced and marginalized

Hart

2006

Mentoring & Tutoring: Partnership in Learning

View full text Add to dashboard Cite

Section: Why Is This Potential Unrealized?mentioning

confidence: 91%

Breaking literacy boundaries through critical service‐learning: education for the silenced and marginalized

Hart

2006

Mentoring & Tutoring: Partnership in Learning

View full text Add to dashboard Cite

“…cautioned that the potential for service-learning to create transformative change may instead represent only ameliorative change that unintentionally reinforces or even strengthens power imbalances (Boyle-Baise, 1999;Cross, 2005;Himley, 2004;Hullender et al, 2015;Rosenberg, 1997;Sleeter, 2001;Varlotta, 1997).…”

mentioning

confidence: 99%

Building Relationships for Critical Service-Learning

Harkins¹

2020

Michigan Journal of Community Service Learning

View full text Add to dashboard Cite

Service-learning is a pedagogical approach that higher education can use to promote civic engagement among students, but it has not fully realized its original civic purpose. Butin (2010) argues that to meet its civic mission, service-learning must move toward a more justice-oriented pedagogy that empowers stakeholders to bring about social change. To that end, we worked toward a more critical model of service-learning, first proposed by Mitchell (2008), that encourages a social change approach to service-learning. We propose that students' relationships with their professors, community partners, and peer mentors help facilitate this goal. We examined how these three types of relationship impacted students' civic engagement. Results demonstrated that each type of relationship had a different impact on students' developing civic engagement attitudes. This article discusses how such relationships can help achieve critical service-learning's goal of developing more participatory and transformational citizens. Service-learning represents an important pedagogical approach that higher education can use to promote civic engagement among students (Duncan & Kopperud, 2008). Civic engagement, defined by Thomas Ehrlich (2000), is using political and non-political means to engage with a community to make a positive difference in the quality of life for members of that community. Higher education is uniquely positioned to encourage civic engagement because it can provide students with a space to recognize injustice and inequality, to obtain skills to speak and act on unchallenged systems, and to gain intercultural competencies to promote public action (Musil, 2009). We propose that service-learning students' relationships with their professors, community partners, and peer mentors further develop their civic engagement attitudes. Research demonstrates a wide range of benefits of service-learning for students including significant gains in social skills, academic performance, personal insight, and cognitive development (Celio et al., 2011; Yorio & Feifei, 2012). These benefits in student outcomes reveal the positive impact of service-learning coursework on students' personal and professional development (Butin, 2010). Such glowing findings might mislead us into thinking service-learning has only positive outcomes. A significant number of theorists and researchers have

show abstract

“…Thus, they advocate for a colorblind treatment of children, ignoring the social and cultural backgrounds of children (Cockrell, Placier, Cockrell, & Middleton, 1999;Lawrence, 1997;McIntyre, 1997). Research also indicates that teacher candidates often describe low-income parents as uncaring and that most children from lowincome backgrounds come from broken homes (Boyle-Baise, 1999). In addition to children experiencing poverty, many early childhood and elementary teachers now have inclusive classrooms in which they are responsible for the instructional demands of children with and without disabilities.…”

Section: Need For Diverse Experiencesmentioning

confidence: 98%

Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families

Able

Ghulamani

Mallous

et al. 2014

Journal of Early Childhood Teacher Education

View full text Add to dashboard Cite

‘As Good as It Gets?’ The Impact of Philosophical Orientations on Community-Based Service Learning for Multicultural Education

Cited by 18 publications

References 4 publications

Breaking literacy boundaries through critical service‐learning: education for the silenced and marginalized

Breaking literacy boundaries through critical service‐learning: education for the silenced and marginalized

Building Relationships for Critical Service-Learning

Service Learning: A Promising Strategy for Connecting Future Teachers to the Lives of Diverse Children and Their Families

Contact Info

Product

Resources

About