Suchergebnisse

PRAXEOLOGICAL LEARNING SERVICE-LEARNING IN TEACHER EDUCATION -- PRAXEOLOGICAL LEARNING SERVICE-LEARNING IN TEACHER EDUCATION -- CONTENTS -- FOREWORD -- REFERENCES -- BIOGRAPHY -- ACKNOWLEDGMENTS -- INTRODUCTION -- REFERENCES -- SECTION ONE: THEORY AND RESEARCH -- Chapter 1 SERVICE-LEARNING + SOCIAL JUSTICE = JUSTICE-LEARNING -- ABSTRACT -- INTRODUCTION -- SERVICE-LEARNING -- SERVICE-LEARNING IN TEACHER EDUCATION -- SOCIAL JUSTICE EDUCATION -- SOCIAL JUSTICE TEACHER EDUCATION -- JUSTICE-LEARNING IN TEACHER EDUCATION -- Inquiry -- Curriculum-Designers -- Placements in Diverse Settings

International service learning: engaging host communities-introduction / Marianne A. Larsen -- Epistemological, methodological, and theoretical challenges of carrying out ISL research involving host communities: a conversation / Allyson Larkin, Marianne A. Larsen, Katie MacDonald, and Harry Smaller -- Saying it doesn't make it so: do we listen and act when the host community tells us what they want? / Nora Pillard Reynolds and Junior Cezar Gasparini -- Solidarity or neo-colonialism? The challenges of understanding the impact of ISL on Nicaraguan host communities / Michael O'Sullivan and Harry Smaller -- The economic circle: impacts of volunteerism and service learning on three rural communities in Costa Rica / Cynthia Toms Smedley -- Southern perspectives on ISL volunteers: reframing the neo-colonial encounter / Barbara Heron -- International service learning in a Tanzanian host community: post-colonial insights / Marianne A. Larsen -- In the right relationship: a case study of international service learning in eastern Africa / Jessica Arends -- Orient(aliz)ation: a case study of North American international education programs at the University of Ghana / Shelane Jorgenson -- Struggles for mutuality: conceptualizing hosts as participants in international service learning in Ghana / Katie MacDonald and Jessica Vorstermans -- Reflections from a Nicaraguan career ISL program coordinator: challenges and guidelines for moving foreward / Joselin Hernández -- Many meanings: moving reciprocity towards interdependence / Samantha Dear and Ryan Howard -- Resipwosite as a guiding framework for rethinking mutual exchange in global service learning partnerships: findings from a case study of the Haiti compact / Jessica Murphy -- A cross-cultural conversation about international service learning in Ghana / Godwin Agudey and Hannah Deloughery -- The potential of ISL: re-examining ethical engagement amongst ISL partners / Tamara Baldwin, Salim Mohamed, and Juliet Tembe -- Fair trade learning: a framework for ethical global partnerships / Eric Hartman -- Mi casa es tu casa: a framework for reciprocal public Beneot / Gonzalo Duarte -- I am because we are: rethinking service learning and the possibility of learning from Ubuntu / Allyson Larkin -- Conclusion: ISL and host communities-relationships and responsibility / Jennifer Kozak and Marianne A. Larsen.

How might a service-learning course help child language brokers (Tse, 1996) minimize negative effects and maximize the cognitive and academic benefits of language brokering? This question is answered with data from an ethnographic case study of a high school service-learning course in translation and interpreting. Heritage speakers of Spanish and less commonly taught languages serve as volunteer interpreters at local schools while learning the skills, habits and ethics of professional interpreting in this course. The theoretical lens of self-efficacy (Bandura, 1977; 2006) is used to analyze how this curriculum affects students. This article also contributes to evolving definitions of service-learning for heritage language speakers, arguing that language brokering that students do for their families and communities should be seen as a pre-existing "service" that can be utilized in the prepare-act-reflect cycle of service-learning. Analysis of the data shows that this cycle is key to supporting students in building the confidence and skills to pursue careers in professional interpreting and helping them manage their family interpreting experiences. Students demonstrated increased self-efficacy perceptions in terms of interpreting, academic achievement and general life events, although the role that service-learning played in the latter two outcomes is still unclear.

This chapter provides a framework for intentionally designing service‐learning experiences that contribute to leadership competency development of students. Assessment of leadership competency development is also addressed.

Implementing reciprocity for collaborative community partnership / Sherrie Steiner -- The move to a more pragmatic democratic civic engagement : universities of the future / Joe D. Nichols -- Reflecting on service-learning experiences : a three-stage model / M. Gail Hickey -- "I am amazed by how much I have changed" : service-learning's potential for transformation / Donna Eder -- Learning from failure : service as a tool for teaching the value of failure / Ellen Szarleta -- Service-learning in dental hygiene education / Nancy Mann -- Service-learning in the professional writing classroom : marilyn cooper's "ecology of writing" in action / Tanya Perkins -- Csd students and service-learning : a literacy experience / Pam Britton Reese -- Document dumpster-diving : students learn and teach aboutlocal museums / Jeremiah Clabough & Thomas N. Turner -- 2012 election experiential program / Robert A. Waterson & Mary Haas -- Carefully reading the texts we assign : the case for service-learning instructors to engage in service / Nicole D. Schonemann -- First-hand interactions with English language learners : win-win learning opportunities for all / Hao Sun -- Utilizing service-learning to confront crime : victimization among refugees and other non-English speaking populations / Jospeter Mbuba -- Expanding multicultural understanding through service-learning : a case study / Sheena Choi and M. Gail Hickey -- Speak out, reach out : infusing multiculturalism and social justice from college to community / Jeneice L.A. Shaw, Brittany J. Shannon, Hannah Greenbaum, and Jennifer M. Taylor -- Service-learning for students in transition / Sarah Jones.

"Randy Stoecker has been "practicing" forms of community-engaged scholarship, including service learning, for thirty years now, and he readily admits, "Practice does not make perfect." In his highly personal critique, Liberating Service Learning and the Rest of Higher Education Civic Engagement, the author worries about the contradictions, unrealized potential, and unrecognized urgency of the causes as well as the risks and rewards of this work. Here, Stoecker questions the prioritization and theoretical/philosophical underpinnings of the core concepts of service learning: 1. learning, 2. service, 3. community, and 4. change. By "liberating" service learning, he suggests reversing the prioritization of the concepts, starting with change, then community, then service, and then learning. In doing so, he clarifies the benefits and purpose of this work, arguing that it will create greater pedagogical and community impact. Liberating Service Learning and the Rest of Higher Education Civic Engagement challenges--and hopefully will change--our thinking about higher education community engagement"--

ABSTRACTExperiential learning is a growing practice in higher education today. Master of Public Administration (MPA) programs use experiential learning to expose students to application and reinforcement of academic theories and concepts. This most often is accomplished through a required internship. This article argues for the addition of service learning requirements to MPA curricula. A complementary relationship between internship and service learning requirements yields four primary benefits: (1) further involvement of pre-service and in-service students in experiential-learning activities; (2) additional exposure to real-life application of course concepts; (3) better and more targeted classroom reinforcement mechanisms; and (4) additional community benefit. Complementarity between internship and service learning requirements allows the best of each experiential-learning approach to augment the other. We contend that this produces better-prepared MPA graduates by exposing them to a more diverse set of immersive learning opportunities and application scenarios.

This chapter provides a theoretical orientation to the intersections of the theory and practice of leadership and service‐learning. It articulates a set of values to guide leadership educators in their service‐learning practice. The authors advocate a critical approach that fosters social justice.