Service-Learning Programs and the Knowledge Economy: Exploring the Tensions

Autor/in	Taylor, Alison
Titel	Service-Learning Programs and the Knowledge Economy: Exploring the Tensions
Quelle	In: Vocations and Learning, 10 (2017) 3, S.253-273 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Taylor, Alison)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-016-9170-7
Schlagwörter	Service Learning; Knowledge Economy; Foreign Countries; Higher Education; Interviews; Administrators; Resistance (Psychology); Blended Learning; Learning Theories; Theory Practice Relationship; Canada + Suchen Sie Ihr Suchwort? Service-Learning; Knowledge society; Economy; Wissensgesellschaft; Wirtschaft; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Interviewing; Interviewtechnik; Resistenz; Learning theory; Lerntheorie; Theorie-Praxis-Beziehung; Kanada
Abstract	Community service-learning (CSL) programs are proliferating in Canadian higher education. University programs promote students' experiential learning in community as part of a course; students most often engage in unpaid work in not-for-profit organizations and reflect on that experience in relation to their classroom learning. However, programs tend to occupy an ambivalent position in higher education--they are seen as important, but at the same time are often under-resourced and treated as marginal to universities' core activities. This paper argues that the contradictory position of service-learning is partly related to the bifurcated view of theoretical and practical knowledge perpetuated in knowledge economy discourse. Drawing on interviews with service-learning program leaders, it explores their responses to knowledge economy discourse. Findings suggest varying levels of resistance; some leaders comply with university pressures to engage in transactional approaches to service-learning, while others seek to integrate theoretical and practical knowledge through the creation of hybrid learning networks. This paper outlines the reasons for and implications of different responses and suggests that socio-cultural learning theories can inform pedagogical approaches within programs. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01