Approaching Critical Service-Learning: A Model for Reflection on Positionality and Possibility

Autor/inn/en	Latta, Mark; Kruger, Tina M.; Payne, Lindsey; Weaver, Laura; VanSickle, Jennifer L.
Titel	Approaching Critical Service-Learning: A Model for Reflection on Positionality and Possibility
Quelle	In: Journal of Higher Education Outreach and Engagement, 22 (2018) 2, S.31-55 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Service Learning; Social Change; Power Structure; Transformative Learning; Autobiographies; Ethnography; Higher Education; Communities of Practice; Discovery Learning; Critical Theory; Indiana + Suchen Sie Ihr Suchwort? Service-Learning; Sozialer Wandel; Pädagogische Transformation; Autobiography; Autobiografie; Autobiographie; Ethnografie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Community; Entdeckendes Lernen; Kritische Theorie
Abstract	Mitchell (2008) asks faculty to adopt "a 'critical' approach to community service learning" (p. 50), one that focuses on social change, redistribution of power, and the development of authentic relationships. However, the path of transformation from "traditional" to "critical" service-learning practices remains unexplored. In this autoethnographic reflective essay, five individuals share their journey from higher education institutions as they engaged in a community of practice examining their own questions, assumptions, experiences, and positionality to more fully understand critical service-learning (CSL). This essay documents self-discovery through an iterative reflection process, detailing the approach used to examine CSL and interrogate the relationship between positionality and critical theory. This process provides a roadmap for service-learning practitioners interested in developing their own critical consciousness. Key outcomes include a conceptual model positioning CSL on a spectrum, in which one may approach without necessarily achieving social change, and the development of a toolkit of CSL resources. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01