Service-Learning in the United States and South Africa: A Comparative Analysis Informed by John Dewey and Julius Nyerere

Autor/inn/en	Hatcher, Julie A.; Erasmus, Mabel A.
Titel	Service-Learning in the United States and South Africa: A Comparative Analysis Informed by John Dewey and Julius Nyerere
Quelle	In: Michigan Journal of Community Service Learning, 15 (2008) 1, S.49-61 (13 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-0180
Schlagwörter	Higher Education; Educational Theories; Foreign Countries; Comparative Analysis; Teaching Methods; Comparative Education; Educational Finance; Educational Philosophy; Educational Principles; Federal Programs; Definitions; Progressive Education; Citizenship Education; Values; Government Role; Social Justice; Service Learning; Social Change; Critical Theory; Program Design; College Environment; School Community Relationship; College Role; Community Organizations; Partnerships in Education; Program Implementation; Program Effectiveness; Educational Objectives; South Africa; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational theory; Theory of education; Bildungstheorie; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Bildungsfonds; Bildungsphilosophie; Erziehungsphilosophie; Bildungsprinzip; Begriffsbestimmung; Reformpädagogik; Progressive Erziehung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Wertbegriff; Soziale Gerechtigkeit; Service-Learning; Sozialer Wandel; Kritische Theorie; Programme design; Programmaufbau; Programmplanung; Hochschulumwelt; Hochschulpartnerschaft; Educational objective; Bildungsziel; Erziehungsziel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; USA
Abstract	As the prevalence of service-learning within higher education institutions grows across the globe there is value to explore, discuss, and describe the similarities and differences between the various expressions that are emerging. Such comparative analysis can deepen understanding of service-learning pedagogy, improve practice, and create a framework for future research. This paper compares service-learning in the United States and South Africa to understand Western-oriented and Africanized expressions of this promising teaching strategy. The analysis identifies three dimensions derived from the educational theories of John Dewey and Julius Nyerere and finds there is mutual agreement as to the value of developing civic-minded graduates. However, in the U.S., service-learning is supported primarily by nonprofit associations and stakeholders within higher education, whereas in South Africa, service-learning is a part of state mandated transformations for higher education. (Contains 1 figure.) (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	2017/4/10