Critical Perspectives on Service-Learning in Higher Education

Deeley, Susan J.

doi:10.1057/9781137383259

Cited by 68 publications

(72 citation statements)

References 44 publications

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“…Drawing on constructivist approaches to understanding the links between thought and language (Deeley, 2015), service learning has its theoretical origins in Dewey's philosophy of education for democracy (as cited in Hatcher, 1997) and Boyer's (1990) scholarship of engagement. Service learning has become popular because it is a pedagogy that engages both students and faculty in their communities in ways that are intended to be educationally meaningful to all those involved (Bringle & Duffy, 1998).…”

Section: Introductionmentioning

confidence: 99%

Embedding community-based service learning into psychology degrees at UKZN, South Africa

Akhurst

Solomon

Mitchell

et al. 2016

Educ. res. soc. change.

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From 1999 to 2002, the centrally funded Community-Higher Education Service Partnership (CHESP) aimed to drive community engagement in several South African universities. It intended to develop socially accountable models of meaningful student engagement in communities. This led to community-based service learning (CBSL) being embedded into a number of psychology modules for over a decade (progressing from undergraduate to postgraduate levels of study) at the University of KwaZulu-Natal (UKZN), Pietermaritzburg campus. CBSL resonated with many psychology students' motivations to make contributions to socially disadvantaged groups. Evaluation of such initiatives in the South African context are necessary, to assess their contributions and the challenges posed. Three levels of student experience in CBSL modules were considered, using qualitative methodology in order to understand the value of the modules and to draw lessons for deepening the connection between higher education and its social and community contexts. Data about their experiences were collected from focus groups of UKZN students and an interview with the undergraduate-level tutor. The students reported the value of seeing how psychological theory can be applied, and of the ability to "give something back" to communities. In addition, they learned to work in respectful and participatory ways, enhancing their ability to problem-solve. The findings illustrate progressive shifts in students' understandings of the applications of psychology and its potential role; they also evidence the growth in students' critique and social awareness. Recommendations are made for integrating and enhancing local community engagement, and highlight important considerations when students, community partners, and faculty staff interact in community-based initiatives.

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Section: Introductionmentioning

confidence: 99%

Embedding community-based service learning into psychology degrees at UKZN, South Africa

Akhurst

Solomon

Mitchell

et al. 2016

Educ. res. soc. change.

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“…ISL is an innovative approach to experiential education that entails the power/knowledge relations which are also gendered. Some research fails to address this issue [18,19].…”

Section: Discussionmentioning

confidence: 99%

“…Thus, ISL brings to the fore issues of intercultural intellectual engagement. There has been increasing amount of literature discussing conceptual diversity through implementation, the attributes and issues of this field in education [18,19]. Bringle and Hatcher [20] (p. 19) define ISL in the following terms:…”

Section: Partisanship and Reciprocity In Theorizing International Sermentioning

confidence: 99%

Divergence of Languages as Resources for Theorizing

Nguyễn

2017

Education Sciences

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This paper investigates the potential of conceptual divergences within and between languages for providing intellectual resources for theorizing. Specifically, it explores the role of multilingual researchers in using the possibilities of the plurality of intellectual cultures and languages they have access to for theorizing International Service Learning (ISL). In doing so, this investigation of conceptual divergence within/between languages shows how it is possible for multilingual researchers to extend their capabilities for theorizing; to bring forward possibilities for theorizing ISL in languages other than English; and to potentially bring new perspectives to a field of enquiry which lays claim to being "international". The process of developing the capability for theorizing begins by exploring the divergence in languages of key concepts. In this instance, the analysis focuses on the English concept of "service learning" which is rendered in Tiếng Việt (i.e., Vietnamese language) as ho . c tập phu . c vu . cộng đồng. The analysis of the conceptual divergence represented by these Tiếng Việt concepts opens up insights into ways of developing the capabilities that multilingual researchers have for theorizing. In effect, this paper contributes to the knowledge about the options multilingual researchers have for using their full linguistic repertoire for the purpose of theorizing. The study has significant implications for multilingual education, multilingual research and theorizing ISL in universities which privilege English-only monolingualism.

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“…Based on the theory of critical language pedagogy, McGroarty (1998) problematised what could be served as standard indication of learning for teachers, parents, and policy makers when learners are to be evaluated on their learning goals and activities. In response to this, many scholars in education evaluation (e.g., Deeley 2015, Lynch 2001, Scott et al 2016) gave a view that an additional approach to exploring individual language ability based on the critical perspective can be implemented as an important element for language research in evaluation. Through evaluation, Taras (2002) remarked that self-evaluation helps learners to be empowered rather than suppressed; it encourages learners to think and learn more.…”

Section: Literature Review Self-evaluation Of Language Learningmentioning

confidence: 99%

Self-Evaluation of Thai Adult Learners in English Writing Practice

Suwanarak

2018

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Critical Perspectives on Service-Learning in Higher Education

Cited by 68 publications

References 44 publications

Embedding community-based service learning into psychology degrees at UKZN, South Africa

Embedding community-based service learning into psychology degrees at UKZN, South Africa

Divergence of Languages as Resources for Theorizing

Self-Evaluation of Thai Adult Learners in English Writing Practice

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