A Neglected Dimension in Service-Learning Pedagogy: Developing Projects from the Perspective of Rural Community Stakeholders

Autor/inn/en	Toledano, Lemuel Sollano; Lapinid, Minie Rose C.
Titel	A Neglected Dimension in Service-Learning Pedagogy: Developing Projects from the Perspective of Rural Community Stakeholders
Quelle	In: Educational Research for Policy and Practice, 9 (2010) 1, S.41-57 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-009-9074-5
Schlagwörter	Focus Groups; Economically Disadvantaged; Service Learning; Foreign Countries; Program Development; Rural Areas; Stakeholders; Elementary Schools; Interviews; Rural Population; Rural Schools; Community Attitudes; Community Involvement; Community Needs; Community Development; Philippines + Suchen Sie Ihr Suchwort? Service-Learning; Ausland; Programmplanung; Rural area; Ländlicher Raum; Elementary school; Grundschule; Volksschule; Interviewing; Interviewtechnik; Landbevölkerung; Rural areas; School; Schools; Schule; Schulen; Community; Development; Entwicklung; Philippinen
Abstract	This article argues that a commonly neglected dimension in service-learning pedagogy is the consideration of community perspectives in developing these service-learning projects. Areas considered in this study were: (1) Community members' needs and problems, (2) Community members' perceived roles and participation, and (3) Community members' suggested activities and projects. This article focused on the community members of Jaime Hilario Integrated School (JHIS), a Lasallian co-educational primary school located in Sitio Look, Bagac, Bataan, Philippines. Interviews and focus group discussions (FGDs) were the qualitative research methods used to identify possible service-learning projects that can be implemented by various educational institutions. Five implications were drawn from the gathered data. The first implication is that it is important for educational institutions to ensure that service-learning projects meet the needs of the community. Secondly, various sectors in the community have unique needs to be addressed. Thirdly, aside from the common economic, education, and social services problems, rural poor communities also need trainings on values formation and personal development. Besides the above, it is necessary that community members be involved in the initial planning and development of service-learning projects and not merely participate during the actual implementation. And lastly, given the poor understanding of community members on their roles and participation, clear explanation of the goals of service-learning projects is perceived as a way of strengthening the relationship between service-providers and recipients. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10