NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1200233
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2227-7102
Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School
Andrews, P. Gayle; Leonard, Susan Y.
Education Sciences, v8 Article 148 2018
Universities engage students in traditional service-learning projects that often yield "good feelings", even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars' work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators--rather than for them--supported participants' critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators' research interests, work, and future directions.
MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia