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ERIC Number: EJ783083
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: ERIC
Reference Count: 42
ISSN: ISSN-1068-3844
Service-Learning as a Counter-Hegemonic Practice Evidence Pro and Con
Cipolle, Susan
Multicultural Education, v11 n3 p12-23 Spr 2004
Service-learning is a wide-spread educational strategy in K-16 education. Currently 64% of all public schools and 83% of public high schools have community service. Researchers have proclaimed the many benefits of service learning in terms of student empowerment, but does it have the power to create a counter-hegemony that provides an alternative worldview to transform society? In this literature review, the author examines the effectiveness and limitations of service-learning practices and presents recommendations to move service-learning outcomes from individual student empowerment to social transformation. The method for gathering the literature was a cross-reference of related educational issues: service-learning, social justice, multicultural education, and citizenship education. Although the opinions and analyses presented in the literature are varied, both supporters and critics concur that service-learning has the potential to be a powerful tool for transformative social change. After a thorough examination of the literature, the author concludes that service-learning can be a counter-hegemonic practice to affect social transformation. (Contains 1 table.)
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Publication Type: Information Analyses; Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A