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ERIC Number: EJ1061355
Record Type: Journal
Publication Date: 2015-Jan
Pages: 19
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-0897-5264
On (Un)common Ground: Transforming from Dissonance to Commitment in a Service Learning Class
Naudé, Luzelle
Journal of College Student Development, v56 n1 p84-102 Jan 2015
Through the lenses of transformative and experiential learning theory, this article describes South African psychology students' transformational journey while doing service-learning in a rural community. The reflection reports of five cohort groups (2006 to 2010), capturing students meaning making experiences and interpretations during community engagements, is analysed by means of a hybrid approach of inductive and deductive thematic analysis. Through the boundary crossings facilitated by service-learning, this research unpacks students' iterative transformational learning cycles towards more complex cognitive processes, more sophisticated perspectives of the self and society, deepened emotional realisations, and recommitment to act as, and challenge others to be, socially responsible citizens of South Africa. A contextual adaptation of the existing transformational service-learning process model is provided. Lastly, an argument is made for how service-learning and reflective practice provide ideal opportunities for the teaching of relevant and socially responsive psychology.
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa