ERIC Number: ED393992
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Border Pedagogy: A Critical Framework for Service Learning.
Hayes, Elisabeth; Cuban, Sondra
The general focus of a course on adult literacy and community service at a large state university was to increase students' understanding of adult literacy as a societal issue and to support their involvement as tutors in local adult literacy programs. To understand what students learned from their experience in the course, the instructors began collecting and analyzing various source material. They also began developing case studies of individual tutors and their learning experiences. As the instructors analyzed the accounts of the tutors, they became interested in how the service learning experience provided opportunities for the tutors to adopt a more critical perspective on common assumptions about adult literacy students, dominant tutoring practices, and the structures of schooling. They reviewed tutors' case profiles and original source material to see if they could identify forms of resistance to dominant practices or beliefs. In more recent work associated with critical postmodernism and educational theory, they found the concepts of border and border crossing. They found that the metaphors of border crossing and borderlands could illuminate the service learning experience for students. These metaphors suggested how service learning helps students with the following: understanding their own culture in new ways, appreciating cultural differences, becoming more critically aware of social inequities and power relations, and envisioning a more democratic society. (Contains 12 references.) (YLB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Critical Pedagogy
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 1996).