Voices of Partnerships within the Critical Service-Learning Framework

Autor/inn/en	Warren-Gordon, Kiesha; Hudson, Ken; Scott, Frank
Titel	Voices of Partnerships within the Critical Service-Learning Framework
Quelle	In: Journal of Community Engagement and Higher Education, 12 (2020) 2, S.17-25 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5283
Schlagwörter	Partnerships in Education; Service Learning; Higher Education; Critical Theory; Community Attitudes; School Community Relationship; Course Objectives; Student Projects + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Service-Learning; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritische Theorie; Schulprojekt
Abstract	Over the course of the past three decades, service learning has become a major component in higher education. Heretofore, however, there has been limited published research that focuses on the community partner or that assesses the role of the community partner within the community-service-learning (CSL) model. This paper fills that gap by focusing on the community partner relationship as delineated by Mitchell (2008), the community partner's position in CSL, and the authentic relationships between the community partner, class, and instructor. Specifically, we address the following question: How do community partners articulate their voices within the CSL framework? This paper argues that community partners may articulate their own voices and concerns through the use of autoethnography, as well as through involvement in all stages of the CSL process, including course-planning and subsequent collaborative scholarship. (As Provided).
Anmerkungen	Journal of Community Engagement and Higher Education. Tirey Hall Room 132 A, Indiana State University, Terre Haute, IN 47809. Web site: https://discovery.indstate.edu/jcehe/index.php/joce/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01