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Toward a Social Approach to Learning in Community Service Learning

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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: PDF
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
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  Data: 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
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  Data: 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.)
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