Sleepless in Albuquerque: Diversity, Learning through Service, and Pedagogy of Exploration

Autor/in	Doerr, Neriko Musha
Titel	Sleepless in Albuquerque: Diversity, Learning through Service, and Pedagogy of Exploration
Quelle	In: Pedagogies: An International Journal, 14 (2019) 2, S.109-125 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2019.1597720
Schlagwörter	Service Learning; Student Diversity; Student Volunteers; Volunteer Training; Field Trips; Experiential Learning; Cultural Differences; Outdoor Education; College Students; New Mexico (Albuquerque) + Suchen Sie Ihr Suchwort? Service-Learning; Freiwilliges Betriebspraktikum; Exkursion; Experiental learning; Erfahrungsorientiertes Lernen; Kultureller Unterschied; Freiluftunterricht; Collegestudent
Abstract	Community service trips are often viewed as educational because students supposedly cross socio-economic, racial, and other borders to engage with people of various backgrounds. However, diversity among students, their differing experiences of the service trip, and the ways they learn from each other's experiences are rarely discussed. Based on ethnographic research conducted during an alternative spring break trip from the north-eastern United States to New Mexico in 2014, this article examines student narratives about their diverse experiences -- particularly regarding staying at a hostel and going on hikes -- and shows how they learned about the construction of differences from sharing their experiences. This article's findings challenge the preconceived border between volunteers and the community members they work for as the only difference and show that service trips are often culturally biased in favour of white middle-class experiences. The article suggests "pedagogy of exploration" that encourages students to examine their own diverse experiences and what caused that diversity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01