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Exploring a Critical Model of Service-Learning: Implications for Faculty & Staff

Exploring a Critical Model of Service-Learning: Implications for Faculty & Staff. Travis York & Jessica Bennett The Pennsylvania State University. Introduction. We Are… Travis & Jess Session Goals Consider service-learning as a pedagogy to foster social entrepreneurialism.

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Exploring a Critical Model of Service-Learning: Implications for Faculty & Staff

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  1. Exploring a Critical Model of Service-Learning: Implications for Faculty & Staff Travis York & Jessica BennettThe Pennsylvania State University

  2. York & Bennett Introduction • We Are… Travis & Jess • Session Goals • Consider service-learning as a pedagogy to foster social entrepreneurialism. • To introduce a model of Critical Service-Learning and discuss its viability to cultivate a telos and praxis sufficient for responsible citizenry. • To engage participants in reflection and application with this model.

  3. York & Bennett Service-Learning Unwrapped • “Service-learning is defined through the Learn and Serve America statute as an educational method under which students or participants learn and develop through active participation in thoughtfully organized service that is conducted in and meets the needs of a community; (1) is coordinated within an elementary school, secondary school, institution of higher education, or community service program, and with the community; (2) helps foster civic responsibility; (3) is integrated into and enhances the academic curriculum of the students, or the educational components of the community service program in which the participant is enrolled; (4) and provides structured time for the students or participants to reflect on the service experience.” [42 U.S.C. 12511] (CNCS, 2008, p. xiv)

  4. York & Bennett Service-Learning Outcomes for Students

  5. York & Bennett Service-Learning Outcomes for Students • (Eyler, Giles, Jr., Stenson, & Gray, 2001)

  6. York & Bennett Critical Theory & Pedagogy Unwrapped (Freire, 1970; Ladson-Billings, 1998; Lather, 1998)

  7. York & Bennett Critical Theory& Service-Learning Issues of “difference” and encountering the “other”… Where’s the Leanring in Service-Learning (Eyler & Giles, 1999) • How might a traditional model further entrench students in ideologies and habits of power and privilege? • What kind of questions does a Critical lens create when engaging with areas of difference? • Would these questions help to cultivate particular outcomes? • How do we as faculty and practitioners validate and work from the lived experiences of our community partners?

  8. York & Bennett Critical Theory& Service-Learning Mitchell (2008)

  9. York & Bennett Small Group Activity • Small Groups • Identify how this partnership would work in a traditional model • Discuss the potential learning and other student outcomes of a • traditional service learning model in this course • Small Groups • Propose changes to the model to engage with a critical approach • Discuss the potential learning and other student outcomes of a • critical service learning model in this course. • Large Group Discussion • How feasible did the changes in the model seem? • What challenges might exist for incorporating (or encouraging • faculty to incorporate) a critical approach? • What benefits?

  10. York & Bennett Moving Forward • Lingering questions? • The conversation doesn’t have to stop here: • Wiki: www.csvi2012.wikispaces.com/

  11. Thank you! Travis York tty102@psu.edu Jess Bennett jcb5416@psu.edu

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