Service-Learning as a Site for Critical Pedagogy: A Case of Collaboration, Caring, and Defamiliarization across Borders

Autor/in	King, John T.
Titel	Service-Learning as a Site for Critical Pedagogy: A Case of Collaboration, Caring, and Defamiliarization across Borders
Quelle	In: Journal of Experiential Education, 26 (2004) 3, S.121-137 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
Schlagwörter	Service Learning; Critical Theory; College Students; School Community Relationship; Community Services; Case Studies; Interviews; Foreign Countries; Student Attitudes; Transformative Learning; International Programs; Disadvantaged; Intercultural Communication; Helping Relationship; Attitude Change; Consciousness Raising; Mexico + Suchen Sie Ihr Suchwort? Service-Learning; Kritische Theorie; Collegestudent; Gemeindenahe Versorgung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Ausland; Schülerverhalten; Pädagogische Transformation; Interkulturelle Kommunikation; Helfende Beziehung; Attitudinal change; Einstellungsänderung; Bewusstseinsbildung; Mexiko
Abstract	Frequently cited among the benefits of service-learning is the potential enhancement of students' ability to critically reflect upon their experiences. It is often questioned as to how critical this reflection process is in practice, noting that service-learning often leaves students' assumptions regarding privilege and equity unexamined. Employing the concept of "defamiliarization" as the subjective process by which students gain the ability to "break with the taken-for-granted and set the familiar aside" (Greene, 1995, p.3), this study explores if, and how, college students came to critically examine their assumptions about self and society during the course of their involvement in an international service-learning program. Findings indicated that students were attentive to the perspectives of local community members whom they came to care for and that this contributed to their raising critical questions concerning issues of privilege and inequity. Implications for the design of critically oriented service-learning programs are discussed. (Contains 2 tables.) (Author).
Anmerkungen	Association for Experiential Education. 3775 Iris Ave., Suite 4, Boulder, CO 80301. Tel: 866-522-8337; Fax: 303-440-9581; e-mail: publications@aee.org; Web site: http://www.aee.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10