Building Relationships for Critical Service-Learning

Autor/inn/en	Harkins, Debra A.; Grenier, Lauren I.; Irizarry, Cynthia; Robinson, Elizabeth; Ray, Sukanya; Shea, Lynne-Marie
Titel	Building Relationships for Critical Service-Learning
Quelle	In: Michigan Journal of Community Service Learning, 26 (2020) 2, S.21-37 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
Schlagwörter	Service Learning; Teacher Student Relationship; Partnerships in Education; Peer Relationship; Mentors; Student Participation; Citizenship Education; Undergraduate Students; Student Attitudes; Correlation; Peer Teaching; College Faculty; Competence; Student Satisfaction; Social Justice; Diversity; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Service-Learning; Teacher student relationships; Lehrer-Schüler-Beziehung; Hochschulpartnerschaft; Peer-Beziehungen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Schülerverhalten; Korrelation; Peer group teaching; Peer Group Teaching; Fakultät; Kompetenz; Soziale Gerechtigkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Service-learning is a pedagogical approach that higher education can use to promote civic engagement among students, but it has not fully realized its original civic purpose. Butin (2010) argues that to meet its civic mission, service-learning must move toward a more justice-oriented pedagogy that empowers stakeholders to bring about social change. To that end, we worked toward a more critical model of service-learning, first proposed by Mitchell (2008), that encourages a social change approach to service-learning. We propose that students' relationships with their professors, community partners, and peer mentors help facilitate this goal. We examined how these three types of relationship impacted students' civic engagement. Results demonstrated that each type of relationship had a different impact on students' developing civic engagement attitudes. This article discusses how such relationships can help achieve critical service-learning's goal of developing more participatory and transformational citizens. (As Provided).
Anmerkungen	Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01