Critical Perspectives on Service-Learning in Higher Education [electronic resource] /
Deeley, S.author.
Through innovative analysis of theory and practice, this book offers refreshing critical perspectives on service-learning in higher education. It constructs a theoretical paradigm for service-learning which extends to critical pedagogy, and investigates critical reflection and academic reflective writing, supported throughout by empirical evidence.
Description based upon print version of record.
Cover; Half-Title; Title; Copyright; Dedication; Contents; Acknowledgements; 1 Introduction; Background; Aims; Summary of the book's content; A 'navigational route map'; 2 Contextualising Service-Learning; Introduction; Historical context; Definitions of service-learning; Characteristics of service-learning; Principles of service-learning; Outcomes of service-learning; Citizenship; Intellectual development; Personal development; Negative aspects; Conclusion; 3 A Theoretical Paradigm for Service-Learning; Introduction; Making meaning; Thought and language; Social constructionism
Collaborative learningTraditional pedagogy; Progressive pedagogy; The role of the teacher; Experiential learning theory; John Dewey; Experiential learning cycle; Adult learning theory; Transformative learning theory; Conclusion; 4 Service-Learning as a Critical Pedagogy; Introduction; Critical theory; Critical pedagogy; Conscientisation; Semi-intransitive consciousness; Naïve transitive consciousness; Critical consciousness; The value of conscientisation; Transformative learning theory; Service-learning; Empirical evidence; Conclusion; 5 Critical Reflection; Introduction; Thinking
Critical reflectionModels of reflection; Facilitating critical reflection; Intention; Stages of critical reflection; Critical incidents; A supportive learning environment; Potential outcomes of critical reflection; Change; Discomfort; Construction of meaning; Raised awareness; Praxis; Critical reflection and service-learning; The role of critical reflection; The role of the teacher; Conclusion; 6 Academic Writing in Service-learning; Introduction; Writing for learning and assessment; Ethical issues; Writing critical incidents; A critical incident abroad
An example of a student's critical incident (Student A)Reflective journals; Writing a reflective journal; A journal entry model; Examples of students' journal entries (from the structure by Chisholm [2000]); Hearing the call (Student B); Taking up the challenges (Student C); Battling the beasts (Student D); Passing through the gates (Student E); Recognising guides and guardian spirits (Student F); Celebrating the victories (Student G); Discovering the boon (Student H); Charting the course (Student I); Learning; Assessment; Conclusion; 7 Reflections in and on Assessment; Introduction
AssessmentFeedback; Self-assessment; Co-assessment; The study; Context; Methods; Participants; Ethics; Data collection; Data analysis; Findings; Expectations; Formative assessment; Reflective journals; Critical incidents; Oral presentations; Co-assessment; Self-assessment; Learning; Discussion; Conclusion; 8 Conclusion; Overview; Summary analysis; Critical evaluation; Reflection; References; Index
Includes bibliographical references and index.
Through innovative analysis of theory and practice, this book offers refreshing critical perspectives on service-learning in higher education. It constructs a theoretical paradigm for service-learning which extends to critical pedagogy, and investigates critical reflection and academic reflective writing, supported throughout by empirical evidence.
Higher education.
International education .
Comparative education.
Teaching.
Educational sociology.
School management and organization.
School administration.
Assessment.
Higher Education.
International and Comparative Education.
Teaching and Teacher Education.
Sociology of Education.
Administration, Organization and Leadership.
Assessment, Testing and Evaluation.