Sense(making) & Sensibility: Reflections on an Interpretivist Inquiry of Critical Service Learning

Autor/inn/en	Weaver, Laura; Warren-Gordon, Kiesha; Crisafulli, Susan; Kuban, Adam J.; Lee, Jessica E.; Graf, Cristina Santamaría
Titel	Sense(making) & Sensibility: Reflections on an Interpretivist Inquiry of Critical Service Learning
Quelle	In: Journal of Higher Education Outreach and Engagement, 27 (2023) 1, S.203-220 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Service Learning; Social Change; Critical Theory; Evaluation; College Faculty; School Community Relationship; Power Structure; Indiana + Suchen Sie Ihr Suchwort? Service-Learning; Sozialer Wandel; Kritische Theorie; Evaluierung; Fakultät
Abstract	Critical service learning, as outlined by Mitchell (2008), highlights the importance of shifting from the charity- and project-based model to a social-change model of service learning. Her call for greater attention to social change, redistribution of power, the development of authentic relationships, and, more recently with Latta (2020), futurity as the central strategies to enacting "community-based pedagogy" has received significant attention. However, little research has occurred on how to measure the effectiveness of these components. This reflective article expands upon and calls into question the ways in which critical service learning can be assessed. Utilizing focus groups, we ask the following questions: How do engaged scholar-practitioners operationalize Mitchell's (2008) three tenets of critical service learning? What are ways to measure the outcomes and impacts of Mitchell's three tenets of critical service learning? (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01