Student Transformation through Service Learning in Inner-City Contexts: An Assessment of Student Experience in the Service-Learning Course Inner-City Families

Autor/inn/en	Kelley, Douglas L.; Shore, Chelsea
Titel	Student Transformation through Service Learning in Inner-City Contexts: An Assessment of Student Experience in the Service-Learning Course Inner-City Families
Quelle	In: Communication Teacher, 36 (2022) 1, S.67-82 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-4622
DOI	10.1080/17404622.2021.1901952
Schlagwörter	Urban Areas; Service Learning; Student Attitudes; Barriers; Emotional Response; Psychological Patterns; World Views; Attitude Change; Poverty; Student Satisfaction; Program Effectiveness; Student Development; Interpersonal Relationship; Mentors; Transformative Learning; College Students; Consciousness Raising + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Service-Learning; Schülerverhalten; Emotionales Verhalten; World view; Weltanschauung; Attitudinal change; Einstellungsänderung; Armut; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Pädagogische Transformation; Collegestudent; Bewusstseinsbildung
Abstract	This study provides a thematic analysis of student transformative experience regarding personal and social change in a service learning (SL) course wherein students volunteer in embedded inner-city contexts. Several transformative themes emerged through interpretive analysis of student journals. Especially important to this investigation, we discovered "negative" themes that reflect and may be essential to student transformative experiences. These include task-related negativity, emotional response related to difficult experience, emotional response related to uncertainty, disruptive worldview, and outside pressures/restraint not program related. Positive transformative themes include personal satisfaction, personal development, relationship development, future hope, and worldview consolidation. Pedagogical implications for a transformative perspective of student experience in SL courses are discussed, as well as pedagogical applications for courses designed to generate transformation of self and community. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01