The promotion of social justice: Service learning for transformative education

Carnicelli, Sandro; Boluk, Karla

doi:10.1016/j.jhlste.2017.01.003

Cited by 21 publications

(23 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The call for a "critical turn" in tourism studies to better respond to contemporary problems (Ateljevic, Morgan, & Pritchard, 2013) recognised "the future success of tourism rides not only on our ability to harness and channel its positive impacts, but also to come to terms with tourism's negative impacts by taking responsibility for positive change" (Caton, Schott, & Daniele, 2014, p. 125). Accordingly, the opportunity of tourism as a tool for education (Pritchard, Morgan, & Ateljevic, 2011), social justice (Boluk & Carnicelli, 2019;Carnicelli & Boluk, 2017) and business productivity (Belhassen & Caton, 2011;Boluk, 2011), human rights (e.g. Cole, 2010; Higgins-Desbiolles & Blanchard, 2010), peace building, and citizenship (e.g.…”

Section: Critical Tourism Scholarshipmentioning

confidence: 99%

A critical framework for interrogating the United Nations Sustainable Development Goals 2030 Agenda in tourism

Boluk

Cavaliere

Higgins‐Desbiolles

2019

Journal of Sustainable Tourism

228

108

View full text Add to dashboard Cite

Research in the area of sustainable tourism continues to grow, however a lack of understanding regarding necessary action inhibits progress. McCloskey's (2015) critique regarding the failure of the MDGs, as a direct result of a lack of critical consciousness, and understanding of the structural contexts of poverty and under-development, provided the impetus for our work. McCloskey (2015) signals the important role of education in fostering transitions to sustainability. As such, we have applied our critical lens to the 2030 United Nations Sustainable Development Goals. Our paper offers tools for critically thinking through the potential for the SDGs to help shape the tourism industry for more sustainable, equitable, and just futures. We positioned six themes to serve as a conceptual framework for interrogating the SDG agenda in tourism; arising from our considerations of both reformist and radical pathways to sustainable transitions in tourism: critical tourism scholarship, gender in the sustainable development agenda, engaging with Indigenous perspectives and other paradigms, degrowth and the circular economy, governance and planning, and ethical consumption. We address these core themes as essential platforms to critique the SDGs in the context of sustainable tourism development, and highlight the cutting edge research carried out by our contributors in this special issue.

show abstract

Section: Critical Tourism Scholarshipmentioning

confidence: 99%

A critical framework for interrogating the United Nations Sustainable Development Goals 2030 Agenda in tourism

Boluk

Cavaliere

Higgins‐Desbiolles

2019

Journal of Sustainable Tourism

228

108

View full text Add to dashboard Cite

show abstract

“…Service learning is used as a "transformative critical pedagogy. [9] For example, in Theoretical Components in Nursing there is an analysis of nursing concepts and theories and emerging content integrating social justice [9] and critical social theory through analysis of the communities they are engaging with. Students develop their own worldview based on their experiences in the community sites and their individual perspectives.…”

Section: Model Of Community Engagement In the School Of Nursingmentioning

confidence: 99%

Integration of a community-based engagement model of service learning in a master’s entry nursing program

Amer

Aquino²,

Handrup³

et al. 2019

JNEP

View full text Add to dashboard Cite

The future of nursing will include a growing presence in communities with less focus on hospital health care. In response to the need for community health focused learning a five-course community engagement experience model was designed for the master’s entry to nursing practice students in a nursing program. Community Engagement, defined as the process of working together in a collaborative spirit with groups of persons who are affiliated by geographic, special interest, or health care needs (CDC/ASTDR, 2006), is an ideal way for nursing students to fully understand the assets and needs of communities and develop goals for the health care concerns of specific communities. The goals of community engagement are to establish trust between clients, agencies, and the School of Nursing, to then develop mutual goals, enlist needed resources and improve learning and health outcomes in the community. This article describes the leveled objectives and course structure for the implementation of the community engagement pedagogy and model.

show abstract

“…This pedagogical model presents a different trajectory for students and lends itself in principle particularly to this chapter's focus on languages education (although developed in the context of physical education). Kirk et al (2018) in keeping with Camicelli and Boluk (2017) also advocate an activist approach to learning in order to address the problem of adolescent girls' disengagement with physical education. Their pedagogical model is in keeping with the above counternormative approach for social justice, but central to its implementation in this context is the importance of helping girls to "learn to value the physically active life" (Siedentop, 1996).…”

Section: Strategy 5: Service Learning and Activist Pedagogymentioning

confidence: 99%

Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education

Lamb

Hatoss

O'Neill

2019

Handbook on Promoting Social Justice in Education

View full text Add to dashboard Cite

In a current world of rapid change and immense global mobility, communities are experiencing unprecedented increases in population diversity that have dramatically heightened the challenge of ensuring social justice for linguistic minorities, including migrants, refugees, and people on the move, with implications for society as a whole. This chapter explores the rhetoric of related policies and practices and the ways in which they respond to the needs of superdiverse communities. The cases of the UK, Europe, and Australia, which all claim their multicultural status and multiculturalism as an important community resource, are discussed. Through an exploration of current research, the effectiveness of languages education policy and planning (LPP) is critiqued to provide a new paradigm that has the capacity to bring attention to and eliminate social injustice in linguistically diverse communities. The chapter argues for the nurturing of new spaces of language use that challenge the monolingual habitus and which can engage the collective autonomy of communities themselves. It conceptualizes how activist languages education can build community capacity and achieve socially just outcomes, thus simultaneously providing a better space for multilingualism and a foundation for peace.

show abstract

The promotion of social justice: Service learning for transformative education

Cited by 21 publications

References 29 publications

A critical framework for interrogating the United Nations Sustainable Development Goals 2030 Agenda in tourism

A critical framework for interrogating the United Nations Sustainable Development Goals 2030 Agenda in tourism

Integration of a community-based engagement model of service learning in a master’s entry nursing program

Challenging Social Injustice in Superdiverse Contexts Through Activist Languages Education

Contact Info

Product

Resources

About