Developing Cultural Sensitivity through Service-Learning Pedagogy

1. Developing Cultural Sensitivity through Service-Learning Pedagogy Christine Coleman Núñez Kutztown University of Pennsylvania

2. Service-learning description • “an intentional effort [is] made to utilize the community service experience as a learning resource” (Howard) • “thoughtfully-organized service that […] is integrated into and enhances the academic curriculum of the students enrolled; and includes structured time for students to reflect on the service experience” (Corporation for National Service) • “service-learning should include a balance between service to the community and academic learning and that the hyphen in the phrase symbolizes the central role of reflection in the process of learning through community experience” (Eyler and Giles) • students in service-learning courses engage in academic readings related to diverse societal issues and then relate those topics to their community experience (Morris)

3. Reflective journal • “while reflection appears to be critical for attaining important cognitive outcomes of service-learning or other field based programs […] students are unlikely to be engaged in reflection in their community placements unless intentional efforts are undertaken to make it so” (Eyler) • Include pre- and post-service reflection

4. Native/foreign dichotomy • Hahn: • Pressure to identify with C2 may threaten learner’s cultural identity • Instruction may promote antagonism between native and foreign cultures • Expand, not replace, learner’s cultural frame of reference • Kramsch: • Cultural information typically is “predicated on paradox and conflict and irreducible ways of seeing the world” • Learners should develop a unique perspective (“Third place”) between C1 and C2 from which to explore both cultures as insiders and outsiders

5. Developing intercultural competence • Byram: “Attitudes which are the pre-condition for successful intercultural interaction need to be not simply positive, since even positive prejudice can hinder mutual understanding. They need to be attitudes of curiosity and openness, of readiness to suspend disbelief and judgement with respect to others’ meanings, beliefs and behaviours.” • Bennett et.al: “Developing ICC demands a mix of culture-specific approaches that stress the apprehension of a particular subjective culture combined with culture-general approaches that address the larger issues of ethnocentrism, cultural self-awareness, and general adaptation strategies.

6. Journal examples • Think about the problems Hispanics in the U.S. may face, according to your own information from week 11. Now put yourself in the position of that person and discuss what you would do if you were faced with those challenges. Also discuss how you would feel in specific situations. BE SPECIFIC about individual issues. You may play the hypothetical role of more than one person (e.g. If I were a Latino child…, If I were a Latino parent…, etc) • In week 11, many of you identified issues such as poverty, crime and alienation affecting the Latino community. Explain at least 5 potential causes of these factors, or others that you identified. • Reflect on your life as a young child. Think about the factors that shaped you – your family, friends, neighborhood, school, etc. Describe these things in your life, then discuss whether the people you have met during your community experience have had similar or different experiences. Be specific in your comparison. • You have been given unlimited power for one day to make any changes necessary to improve society! Discuss the things you will do (using future tense), remembering there are no limits or practical considerations. Include why these things will help. • Welcome back to the real world where there are practical considerations. Discuss the aspects of your hypothetical plan that are realistic, or alternatives that might help you reach the same goal. Why are some of your plans not able to be realized?

7. What students report they have learned • The feeling that they have benefitted in a way that is beyond the scope of the traditional classroom • A change of attitude towards learning Spanish • The desire to continue to be engaged in the Latino community • An understanding of the diversity of Latino cultures • The need for and lack of community support • Respect for the efforts and achievements of the Latino community

8. Conclusion • Learner-centered • Encourages critical thinking • Affects learner’s approach to learning • Leads learners toward “third place”