Civic service through schools: an international perspective

Arenas, Alberto; Bosworth, Kris; Kwandayi, Hardson

doi:10.1080/03057920500382416

Cited by 23 publications

(12 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Butin (2003Butin ( , p. 1683) explains that these post-structuralist, deconstructive research analyses all aim to remind us that we need to understand cross-border relations-that is, actual, social, cultural, or intellectual cross-border relations. This method of analysis thus provides students with both opportunities and limitations for understanding and participating in real situations of which they have absolutely no previous experience or knowledge . We may conclude that research in this area is carried out through the processes of preparation, planning, execution, reflection, and correction involved in service-learning, and that it provides students with the possibility of gaining broad-spectrum learning and furthermore becoming instilled with the development of civic awareness (Arenas et al, 2006). However, the present study takes students' real-world experiences as a point of departure, and attempts to examine whether or not service-learning measures up to its own ideals.…”

Section: Civic Engagement and Powermentioning

confidence: 98%

Social Involvement: Deconstructing practices relating to the formation of students who work with autistic children in a university service-learning course

Chueh

Chen

2014

Educational Philosophy and Theory

View full text Add to dashboard Cite

Participation in service-learning courses has always been considered a part of the informal education in tertiary education worldwide. Originating from the assumption that service-learning courses increase students' civic engagement and bridge the gap between knowledge and practice, service-learning courses have gradually acquired the status of compulsory courses at universities. This being as it may be, it would seem that, the nature of such courses would benefit from further analysis and discussion regarding their function in knowledge reproduction, and their role in teaching and education. The aim of this article is to examine and analyze a university service-learning course-the National Taiwan University (NTU) Star-Rain course with a commitment to serving children with autism-from a Foucaultian perspective, and reflect on how the process of putting knowledge during a service-learning course into practice comes to constitute the subjectivity of students who work with children who are autistic. We argue that the course under investigation has, in effect, become wholly entangled in the medical system's treatment of autism in Taiwan. The service-learning process involves knowledge acquisition as well as long-term, detailed, concrete hands-on experience, and shapes, in a very complete way, students' construction their subject knowledge of autism.

show abstract

Section: Civic Engagement and Powermentioning

confidence: 98%

Social Involvement: Deconstructing practices relating to the formation of students who work with autistic children in a university service-learning course

Chueh

Chen

2014

Educational Philosophy and Theory

View full text Add to dashboard Cite

show abstract

“…In many countries, promoting civic development in young people through school-based community service programs has become a key educational goal (Arenas, Bosworth, & Kwandayi, 2006). Documentation describing a wide variety of programs is now available in various bodies of literature: academic, educational, and practitioner.…”

Section: Introductionmentioning

confidence: 99%

School Community Service Programs: Essential Features for Success

Meinhard

Brown

2010

Journal of Nonprofit & Public Sector Marketing

View full text Add to dashboard Cite

Although much has been written about its benefits, the relationship between community service programs and valued future outcomes has not been uniformly demonstrated. Based on a multinational literature review and key informant interviews, this article identifies 20 program features that are related to positive outcomes. Despite the fact that we are unable to pinpoint which feature or combination of features is essential for success, there is substantial evidence that a program that is well structured both pedagogically and administratively is likely to achieve desired outcomes.

show abstract

“…One of the reasons is that most of the teachers have less orientation about how to assess or they have to wait until the servicelearning activity or project is completed. It is thus time consuming and the academic session is over by that time (Arenas, Bosworth & Kwandayi, 2006). On the other hand, Chickering (2008) argued that service-learning is useful.…”

Section: Limitations Of Service-learningmentioning

confidence: 99%

Exploring Different Perspectives on Limitations and Promises of Service-Learning as an Innovative Pedagogy: Review of Literature

Said¹,

Ahmad²,

Mansor³

et al. 2015

MJSS

View full text Add to dashboard Cite

In the last two decades service-learning has become very popular as an innovative educational approach all over the world. Studies have reported that as an innovative and distinct instructional method it benefits both students and communities alike. However, despite of this, its effectiveness as an educational practice is still debated. This paper investigates into this gap in the current service-learning literature. The paper has two aims. First, to answer the questions that how service-learning is a distinct innovative pedagogy and why its effectiveness is still questioned. Second, to explore the challenges that it faces and opportunities it provides. The review reveals that although service-learning is different from traditional methods, its position as effective method is still opposed by many quarters. A small number of researchers consider it as a time-consuming and expensive practice. However, the larger group holds the view that service-learning is effective and reciprocal method. On the basis of this review, this paper concludes that as an innovative pedagogy, service-learning achieves two aims: community receives service and students get learning. This characteristic makes it a distinctly unique educative method.

show abstract

Civic service through schools: an international perspective

Cited by 23 publications

References 12 publications

Social Involvement: Deconstructing practices relating to the formation of students who work with autistic children in a university service-learning course

Social Involvement: Deconstructing practices relating to the formation of students who work with autistic children in a university service-learning course

School Community Service Programs: Essential Features for Success

Exploring Different Perspectives on Limitations and Promises of Service-Learning as an Innovative Pedagogy: Review of Literature

Contact Info

Product

Resources

About