Service Learning in a Psychology of Women Course: Transforming Students and the Community

Autor/in	Smirles, Kimberly Eretzian
Titel	Service Learning in a Psychology of Women Course: Transforming Students and the Community
Quelle	In: Psychology of Women Quarterly, 35 (2011) 2, S.331-334 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-6843
DOI	10.1177/0361684311403660
Schlagwörter	Feminism; Community Needs; Females; Service Learning; Citizenship Responsibility; Teaching Methods; Active Learning; Experiential Learning; Psychology; Course Descriptions + Suchen Sie Ihr Suchwort? Feminismus; Weibliches Geschlecht; Service-Learning; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Experiental learning; Erfahrungsorientiertes Lernen; Psychologie; Kursstrukturplan
Abstract	Teaching empowers students to find their own voice, critically evaluate the arguments presented to them, create meaningful knowledge by applying content to the real world, and be open to the diverse perspectives of those around them. These ideas are fundamental to feminist pedagogy, which views the classroom as a community of learners where the teacher is not the sole source of knowledge. Service learning is a pedagogical approach that empowers students as active learners and members of a larger community beyond the classroom. Its emphasis on experiential learning and civic responsibility links the curriculum to real community needs (Slavkin, 2007). Service learning is thus rooted in the ideals of feminist pedagogy, and a Psychology of Women (POW) course is a natural fit for such a teaching approach. In this article, the author describes a service-learning project implemented in her own course, and her observations about how it benefitted students and the community. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10