ERIC Number: EJ1148972
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Transformative Learning, Affect, and Reciprocal Care in Community Engagement
Holmes, Ashley J.
Community Literacy Journal, v9 n2 p48-67 Spr 2015
Drawing on interviews with writing teachers, this article highlights some of the affective responses that may arise for students, community partners, and teachers when we situate our pedagogies in public sites beyond the classroom. I analyze a teacher-narrated moment of student distress to demonstrate how theories of transformative learning might help us productively theorize affect in service-learning and community-based education. To conclude, I offer a reciprocal model of care that employs tenets of feminist pedagogy, such as transparency and decentering of authority, and that acknowledges the valid emotions students, teachers, and community members may experience. I call for community literacy practitioners to see the power of all participants to both give and receive care in transformative education.
Descriptors: Transformative Learning, Interviews, Affective Behavior, Service Learning, Community Education, Emotional Response, Partnerships in Education, Community Attitudes, Student Attitudes, Caring, Leadership Role, Participative Decision Making, Transformational Leadership, Educational Practices, School Community Relationship
Community Literacy Journal. Department of Writing, Rhetoric, & Discourse, DePaul University, 802 West Belden Avenue, Chicago, IL 60614. Tel: 906-370-0206; Web site: http://communityliteracy.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A