Toward a Social Approach to Learning in Community Service Learning
Saved in:
| Title: | Toward a Social Approach to Learning in Community Service Learning |
|---|---|
| Language: | English |
| Authors: | Cooks, Leda, Scharrer, Erica, Paredes, Mari Castaneda |
| Source: | Michigan Journal of Community Service Learning. Spr 2004 10(2):44-56. |
| Availability: | Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 13 |
| Publication Date: | 2004 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Critical Theory, Focus Groups, Service Learning, Video Technology, Learning Theories, Teaching Methods, Educational Practices, Discussion (Teaching Technique), Journal Writing |
| ISSN: | 1076-0180 |
| Abstract: | The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and community are key concepts through which learning can be questioned and evaluated. The authors offer assessment concepts based on the social approach, such as privileging the absent, engaging resistance, and terms for identity and practice. Techniques for assessing learning are also included, such as using videotape and cross-group focus groups. (Contains 1 figure and 2 notes.) |
| Abstractor: | As Provided |
| Number of References: | 60 |
| Entry Date: | 2009 |
| Access URL: | https://quod.lib.umich.edu/cgi/t/text/text-idx?c=mjcsl;idno=3239521.0010.2* |
| Accession Number: | EJ852918 |
| Database: | ERIC |
| Abstract: | The authors describe a social approach to learning in community service learning that extends the contributions of three theoretical bodies of scholarship on learning: social constructionism, critical pedagogy, and community service learning. Building on the assumptions about learning described in each of these areas, engagement, identity, and community are key concepts through which learning can be questioned and evaluated. The authors offer assessment concepts based on the social approach, such as privileging the absent, engaging resistance, and terms for identity and practice. Techniques for assessing learning are also included, such as using videotape and cross-group focus groups. (Contains 1 figure and 2 notes.) |
|---|---|
| ISSN: | 1076-0180 |
