In the Service of Self-Determination: Teacher Education, Service-Learning, and Community Reorganizing

Chang, Benny Hung-Junn

doi:10.1080/00405841.2015.977659

Cited by 16 publications

(3 citation statements)

References 32 publications

(26 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In this paper, community partners are positioned as "co-educators" or co-creators of knowledge as they bring in their respective expertise alongside teacher educators. They can perform as role-models for student educators by demonstrating how formally learned educational theories and practices can be integrated through their extensive community work (Chang, 2015). Regarding the places of teacher education today it should be noted that while academic knowledge in teacher education is often associated with TEIs and practical knowledge is often attributed to schools, the contextualized knowledge of children, issues of diversity, culture, and learning reside, in part, in communities.…”

Section: Positioning the Community As A Powerful Learning Space For Nmentioning

confidence: 99%

The Role of the Community in Teacher Preparation: Exploring a Different Pathway to Becoming a Teacher

Harfitt

2018

Front. Educ.

View full text Add to dashboard Cite

Viewing learning as a social and cultural process the premise of this paper is that learner teachers' developing expertise should not only reside in the knowledge domains typically established by universities and schools. A crucial knowledge domain that is often overlooked by schools and teacher education institutes (TEIs) is the community beyond the walls of the school classroom and university lecture hall. This paper attends to the question of what constitutes an effective teacher in an era of rapid change and throws light on the process of becoming a twenty-first century educator through examining an innovative curriculum design which has made experiential learning (EL) mandatory for all novice teachers at a TEI in Hong Kong. This challenging curriculum initiative in teacher training has enabled a powerful synergy between the core functions of our teacher-training faculty and the wider community. I seek to present findings that point to real impact on student teachers' professional development-or their sense of becoming-and also in the way TEIs work within their local communities which are positioned as a powerful knowledge space and knowledge holder in the teacher education process. I will also show how community partners such as non-governmental organizations (NGOs) play a highly significant role in the development of beginning teachers and how they might even be seen as "co-educators" in the complex but compelling process of teacher preparation.

show abstract

Section: Positioning the Community As A Powerful Learning Space For Nmentioning

confidence: 99%

The Role of the Community in Teacher Preparation: Exploring a Different Pathway to Becoming a Teacher

Harfitt

2018

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…In recent years, many researchers have been interested and have worked to utilize service learning in education (Mohan, 1995;Chang, 2015;Hossain, 2017). This paper aims (1) to break the stereotypical monotonous belief from 'learning is for earning' to 'learning is for serving' (Smith, 2022).…”

Section: Introductionmentioning

confidence: 99%

Turning English Language Teaching into Service Learning: Transformative Education for Fourth Industrial Revolution

Fatema,

Hossain

2023

Fost.j.e.l.t.

View full text Add to dashboard Cite

This research article means to academically elaborate the imperativeness of establishing a pragmatic convergence between English Language Teaching (ELT) and Service Learning (SL) as a worthwhile way of ensuring Transformative Education (TE) which, eventually, has a rewarding prospect of buttressing the ensuing as well as the currently-functioning Fourth Industrial Revolution (4IR). The researchers delineate some feasible models for incorporating service-learning into ELT arrangements at the program offering entity, and thereby, illustrate how these SL and ELT combinations might result in TE, and, somehow or other, instigate FIR.

show abstract

“…Indeed there are real disparities between our communities which have often been pitted against each other historically, such as Indian labourers in British colonial Africa, African American soldiers in the Vietnam War, Korean shopkeepers in Black neighbourhoods during the 1992 Los Angeles Uprising, Asian-led lawsuits against Affirmative Action for Black students, and Chinese employers in modern-day Zambia. However, there is also a rich history of Black-Asian recognition, solidarity, and collaboration in various parts of the world that disrupt racialised hierarchies, White supremacy, labour exploitation, and old coloniser tactics of divide-and-conquer (Chang 2015 ; Prashad 2002 ). It is this history of social justice work and their pedagogies that informs this paper.…”

Section: Introductionmentioning

confidence: 99%

From ‘Illmatic’ to ‘Kung Flu’: Black and Asian Solidarity, Activism, and Pedagogies in the Covid-19 Era

Chang

2020

Postdigit Sci Educ

View full text Add to dashboard Cite

Trending social media has indicated that there are currently two pandemics: Covid-19 and racism. While this typology and terminology can be critiqued, it is rather clear that the virus and White supremacy are key concerns of social movements in various parts of the world, particularly in nation states that experienced European colonisation and imperialism. The wake of Covid-19 has perhaps brought greater attention and support to #BlackLivesMatter-oriented protest movements, including by those labelled people of colour (POC) or 'minorities' in the North American context, such as Latinx and Asian communities. But with the amplified protest movement have come deeper calls for systemic change, from policy to ideology to everyday practice. Some of these critiques have been directed at the privilege, positionality, and participation of Asian communities not only with #BLM-oriented activism, but also in education and general society. This paper seeks to contribute to this critical discourse through a brief discussion of historical solidarity between Black and Asian activists and social movements, and how these practices might help inform activism within North America as well as other protest movements. Going beyond one-dimensional 'but we experience racism too' discourse of Asian communities that has recently increased due to anti-Asian hate crimes and scapegoating regarding 'The Chinese Flu', this paper explores some of the ways that historical Black-Asian solidarity can inform more intersectional and transnational analyses and pedagogies of Asian students, educators, and activists.

show abstract

In the Service of Self-Determination: Teacher Education, Service-Learning, and Community Reorganizing

Cited by 16 publications

References 32 publications

The Role of the Community in Teacher Preparation: Exploring a Different Pathway to Becoming a Teacher

The Role of the Community in Teacher Preparation: Exploring a Different Pathway to Becoming a Teacher

Turning English Language Teaching into Service Learning: Transformative Education for Fourth Industrial Revolution

From ‘Illmatic’ to ‘Kung Flu’: Black and Asian Solidarity, Activism, and Pedagogies in the Covid-19 Era

Contact Info

Product

Resources

About