Service-Learning as a Higher Education Pedagogy for Advancing Citizenship, Conscientization and Civic Agency: A Capability Informed View

Autor/inn/en	Mtawa, Ntimi N.; Nkhoma, Nelson Masanche
Titel	Service-Learning as a Higher Education Pedagogy for Advancing Citizenship, Conscientization and Civic Agency: A Capability Informed View
Quelle	In: Higher Education Pedagogies, 5 (2020) 1, S.110-131 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2375-2696
DOI	10.1080/23752696.2020.1788969
Schlagwörter	Service Learning; Higher Education; Citizenship Responsibility; Citizenship Education; Consciousness Raising; Social Values; Student Empowerment; Student Development; Personal Autonomy; College Students; College Faculty; Teacher Attitudes; Student Attitudes; Program Effectiveness; Developing Nations; Foreign Countries; College Role; South Africa + Suchen Sie Ihr Suchwort? Service-Learning; Hochschulbildung; Hochschulsystem; Hochschulwesen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bewusstseinsbildung; Sozialer Wert; Studienberechtigung; Individuelle Autonomie; Collegestudent; Fakultät; Lehrerverhalten; Schülerverhalten; Developing country; Developing countries; Entwicklungsland; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Universities are criticised for overemphasising instrumental values. Instrumental values are important but universities risks undermining cultivation of humanity, critical consciousness and civic agency. Service-learning (SL) is practice that moves teaching and learning beyond the focus on technical skills and instrumental outcomes. Nonetheless, little is known about this role of SL in African and particularly South Africa context. Using a capability approach (CA) as developed by Amartya Sen and Martha Nussbaum, the article explores the contribution of SL in fostering students' capabilities for citizenship, conscientization and civic agency. The findings indicate that through SL processes and activities, students develop citizenship capabilities of affiliation and narrative imagination, informed vision, social and collective struggle, and local citizenship but often not in the way the university intended. The paper contributes to the understanding of how SL can expand the conception of teaching and learning and fosters critical social values in the global South context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01