Teaching social responsibility through service learning: a study of antecedents leading to change

Pragman, Claudia H.; Flannery, Brenda L.; Bowyer, Shane D.

doi:10.1504/ijsss.2012.047992

Cited by 3 publications

(2 citation statements)

References 16 publications

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“…We therefore drew on the tradition of critical race/whiteness scholars and examined whether or not student positionality impacted their likelihood of employing particular racial frames when engaging in race talk. Similar to studies that suggest student outcomes vary according to individual-level factors such as gender, religion, or parental support of service-learning work (Pragman, Flannery, and Bowyer 2012;Seider 2012), we found uneven outcomes by race and gender. White students disproportionately chose to talk about race in connection to their garden experiences.…”

Section: Reproducing/challenging Color-blind Racismsupporting

confidence: 84%

“It Didn’t Seem Like Race Mattered”

Becker

Paul

2015

Teach Sociol

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Prior research measuring service-learning program successes reveals the approach can positively affect students' attitudes toward community service, can increase students' motivation to learn and ability to internalize class material, and can change their view of social issues. Studies also suggest that college students sometimes enter and leave a field site in ways that contribute to the reproduction of inequality. In this paper, we draw on three years of data from a service-learning project that involves sending college-age students (most of whom are white and materially privileged) into local, predominantly black, high-poverty neighborhoods to participate in community gardening. Using data generated by student assignments, we draw on service-learning research and critical race/whiteness scholarship to explore whether altering service-learning pedagogical tactics influences how students conceptualize and talk about race or if status factors, such as a student's own race, gender, and/or class, intersect to have greater impact on the racial logics they employ.

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Section: Reproducing/challenging Color-blind Racismsupporting

confidence: 84%

“It Didn’t Seem Like Race Mattered”

Becker

Paul

2015

Teach Sociol

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“…Educators around the world have successfully utilized service-learning to not only expose students to the realities of their environments but also help them to navigate the complexities of those journeys through reflection and reciprocity as they work to create shared value in their communities (Chen et al, 2018; Nikolova & Andersen, 2017). In the business education context, service-learning has been positively linked to learning outcomes including greater understanding of the complexities of social issues (Seider et al, 2011), civic-mindedness (Flannery & Pragman, 2008), communication, teamwork, and global awareness (Blewitt et al, 2018), emotional intelligence and vulnerability (Manring, 2012), and empathy (Pragman et al, 2012), social awareness and civic engagement (Berry & Workman, 2007), leadership and social justice (Sabbaghi et al, 2013), managing stakeholders and social capital (Larson & Drexler, 2010), service leadership (Snell et al, 2015), meaning schema transformation (Chen et al, 2018), motivation to engage in community service (McCarthy & Tucker, 2002), social issues, personal insight, and cognitive development (Yorio & Ye, 2012), and understanding behavioral ethics (O’Brien et al, 2017).…”

mentioning

confidence: 99%

Teaching During War in Ukraine: Service-Learning as a Tool for Facilitating Student Learning and Engagement During Times of Uncertainty and Crisis

Kenworthy

Opatska

2023

Journal of Management Education

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As the past 3 years have illustrated, crisis and uncertainty are part of the fabric of our lives. In our roles as management educators, the importance of helping our students develop skills to navigate these challenges has never been greater. In this interview article, we talk with Dean Sophia Opatska, the Founding Dean of the Business School and Vice-Rector for Strategic Development of Ukrainian Catholic University in Lviv, Ukraine. Dean Opatska reflects upon navigating the initial trauma of war by expeditiously redesigning her international business course to incorporate a service-learning project for the first time. She shares about her aim of creating desperately needed stability, focus, contribution, and connection for her students during the early days, weeks, and months of the war in Ukraine. We consider Dean Opatska’s reflections and contextualize them in terms of examples drawn from the extant literature of other faculty who have used service-learning in times of crisis and uncertainty. We offer suggestions for future research and comments regarding the importance of creating connection, facilitating open lines of communication, and remaining flexible when using service-learning during a time of crisis. Finally, we conclude with a call for management educators to move beyond awareness toward a place of preparedness, togetherness, and action.

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