initiatives. In one approach that has been widely used in the United States, service-learning, students participate in organised activities that meet identified community needs, often via an internship or placement with a local organisation ( Bringle and
Globalising service-learning in the social sciences
Stephanie A. Limoncelli
'Everyone's got room to grow': A discourse analysis of service-learning rhetoric in higher education
This article explores representations emergent in discourse about service learning in an effort to understand what gives the notion special value. A job presentation of a candidate for dean of faculty, articles published in a college newspaper, descriptions posted on a college website and commentary offered in an interview with a student demonstrate that representations of service learning are salient in multiple contexts and presuppose the potential to transform the lives of everyone involved. This article identifies one of the discursive constructs making transformation possible – even inevitable – in reflections on service learning, and uses the construct to explore how it shapes a single instance of service learning's failure.
The promise and practice of service learning and engaged scholarship
Service learning and other engaged scholarship programmes ideally operate in an academic framework to enhance student understanding of citizenship and community engagement. In reality, given the constraints on institutional budgets, such programmes are likely to be underfunded and academically understaffed. Structured as choices on an institutional menu, programmes are routinely touted as transformative though what they transform may be indeterminate. The ways in which such programmes are presented encourage students to interpret transformation as personal experience, valued to the extent that students can do good in the world by acting as agents of progress, solving problems for people imagined to need their expertise, ideally in exotic settings as unlike students' routine lives as possible, while students develop skills and connections useful in their post-college careers. This construction of engaged scholarship readily lends itself to institutional promotional language but can undermine students' effective action in actual projects.
Dreaming in green: Service learning, global engagement and the liberal arts at a North American university
Claire Cororaton and Richard Handler
This article documents and analyses the uneasy, if not contradictory, relationship between service learning and liberal arts thinking in an undergraduate programme in Global Development Studies (GDS) at a North American University. As an undergraduate, Cororaton participated in a service-learning project to build a greenhouse in Mongolia; at the same time, the curriculum of her major (GDS, a programme directed by Handler) was developing a critique of such service projects, focusing on their lack of political self-consciousness. The authors contextualise the story within the university's ongoing attempts to enhance its global profile.
The undergraduate field-research experience in Global Health: Study abroad, service learning, professional training or 'none of the above'?
Kearsley A. Stewart
Interest in short-term international placements in global health training for U.S.-based medical students is growing; the trend is mirrored for global health undergraduate students. Best practices in field-based global health training can increase success for medical students, but we lack a critical framework for the undergraduate global health field experience. In what ways does an undergraduate field experience in global health resemble a medical student's first international health elective? Is it more similar to a study-abroad programme or a service-learning experience with a focus on personal development, civic responsibility and community engagement? This article suggests that an undergraduate global health field experience contains features of both the international medical elective and a traditional service-learning programme. I analyse a case study of a short-term U.S.-based undergraduate global health project and explore the intersections of research, professional training and service learning.
What History is good for
Service-learning and studying the past
Many disciplines in the social sciences and humanities can offer profound insights into what it means to be human. History, however, encompasses the totality of human experience: economics, politics, philosophy, art, ethics, sociology, science - all of it becomes part of history eventually. Therefore, the opportunities for incorporating service-learning (carefully integrating community service with academic inquiry and reflecting on insights derived from such integration) into history courses abound. Many historians have taken advantage of this opportunity. Few historians have undertaken a scholarly investigation of the learning taking place in their service-learning courses, however. Indeed, despite the fact that the reflective process so central to service-learning lends itself remarkably well to the scholarship of teaching and learning (it generates very rich data on both the affective and content-based learning students are experiencing), there has been little published SoTL research from any discipline about service-learning. Drawing on qualitative evidence from an honours course comprised of 16 students at a private liberal arts college in the northeastern United States, I argue that not only does service-learning in history lead to more active citizenship, but that it also leads to deeper appreciation of an historical perspective as a key ingredient for being an engaged citizen.
Navigating teaching tensions for civic learning
This article seeks to build on current and emerging conceptions of teacher expertise as they relate to education for civic engagement and social awareness in the university classroom context. I explore the notion of teaching tensions between vulnerability and authority, authenticity and distance, safety and challenge, disclosure and neutrality, and social transformation as against individual agency. I argue that these tensions and the teacher decision-making processes involved in their navigation can add to university instructors' capacity to reflect on and evaluate curriculum design decisions when aiming to impact student social and civic identity development. I examine teaching tensions and their dynamic interaction through a self-study of my own teaching and of involving the students in a structured academic service-learning partnership with school pupils in a social studies methods course for pre-service teachers in the United States.
It's time to (climate) change the way we teach
Addressing anthropogenic climate change in social science classrooms
of climate change information for public dissemination based on data collected from ethnographic interviews with peers; and (3) public engagement/service-learning assignments. Below I will outline how these NDAs are used and the functions they play in
Knowledge Production and Emancipatory Social Movements from the Heart of Globalised Hipsterdom, Williamsburg, Brooklyn
practice. Internships focused on developing critical thinking skills are applications to in-context, in-process, work-related problem solving. Community service learning engages students in citizenship participation and instils the idea of ‘service’ ( Butin
Part 4: Developing intercultural competence in Seville outside the classroom
Eva Infante Mora, Luisa Álvarez-Ossorio Piñero, and Bartolomé Miranda Díaz
, our students, used to the service learning or volunteering model common in the United States, often do not extend themselves beyond the minimum requirements the organisations ask them to meet. Or they lack the skill or awareness to notice what needs