Collaborating for Social Justice Through Service Learning

DePaola, Tom

doi:10.1002/cc.20089

Cited by 6 publications

(5 citation statements)

References 3 publications

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“…One of the central components of this process is reflection, which is defined as "intentional consideration of an experience in light of particular learning objectives" (Hatcher and Bringle, 1997, p. 153). Through reflection, students learn from their social experiences in the community and connect them to academic knowledge Kawai and Kimura, 2014). This paper will expand the theoretical explanation of the relationship between student reflection and outcomes, incorporating reflection theory and identity theory in the broader contexts.…”

Section: Background and Purposementioning

confidence: 97%

“…Another study revealed that reflection in service learning not only connects academic learning and service experiences, but also bridges the relationship between curricular or co-curricular learning and extra-curricular experience (Kawai, 2012). It also suggested that reflection can expand beyond the service learning program creating such bridge learning to other disciplinary knowledge, extra-curricular experiences and future purposes (Kawai and Mizokami, 2013;Kawai and Kimura, 2014;Kawai and Moran, 2017). Theoretical explanations on the reflection process need to describe how to deepen this process and generate learning outcomes from the wider perspectives.…”

Section: How Does Reflection Work: Student Reflection From Service Lementioning

confidence: 99%

“…Instructors' feedback on reflective writing and inquiry in conversation should confront students with the questions discussed above. Instructors should also require students to apply academic concepts in the context of service activities so that the shifts occur from uncritical acceptance of academic concepts to critical understanding bridged their own experiences (Kawai, 2012;Kawai and Mizokami, 2013;Kawai and Kimura, 2014). Critical understanding of academic concepts means being aware of their limits.…”

Section: Revisiting How To Deepen the Reflective Process In Service Lmentioning

confidence: 99%

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A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development

Kawai

2021

Front. Educ.

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In higher education, well-designed service learning combines service activities and academic knowledge in reflection, generating essential learning outcomes: academic enhancement, personal growth, and civic engagement. As research on reflection in service learning has shown, the process of reflection deepens through description of service experiences, examination of those experiences and articulation of learning. This article provides a theoretical explanation of deepening the reflection process by incorporating reflection theory and identity theory of college student development, professional development, and general identity development. Expanding the theoretical explanation of the reflective process clarifies the conditions of the deepening student reflection process in service learning in the following ways. First, it focuses on concrete experience then-and-there at that moment rather than abstract impressions by paying attention to personal dissonance in the experience. In addition, it finds discrepancies from differences of views, perspectives, and backgrounds between those of students and others. It connects outward exploration of those differences and inward exploration to construct internal voices toward self-authorship. The deep reflection process requires confronting contradictions through dialogical interplays among the I-positions of their own and others. It bridges discontinuities between past, present, and future selves by expanding the time perspective retrospectively and prospectively, and solving contradictions embedding in their prejudice. Furthermore, it activates plurality in social norms and values. The above conditions should be design principles for deepening critical and dialogical reflection in high-impact service learning. Through deepening reflection in service learning, it can be expected to activate mutuality and support generativity toward solidarity against hostility.

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Section: Background and Purposementioning

confidence: 97%

Section: How Does Reflection Work: Student Reflection From Service Lementioning

confidence: 99%

Section: Revisiting How To Deepen the Reflective Process In Service Lmentioning

confidence: 99%

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A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development

Kawai

2021

Front. Educ.

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“…Limited scholarship has provided pedagogical models and investigations of student outcomes in service-learning courses that partner with court systems to teach academic content and professional skills in criminology (Amtmann, 2004;Davis & White, 2012;Penn, 2003;Vigorita, 2002;Wiltse, 2010), including service-learning projects in juvenile justice or juvenile diversion settings in particular (Davidson et al, 2010a;Hirschinger-Blank et al, 2013;Inderbitzin, 2014;Nurse & Krain, 2006). Studies in criminal justice pedagogy specifically have investigated the effectiveness of service-learning for teaching about diversity (Davis, 2015;Hirschinger-Blank et al;Inderbitzin) and social justice (Davis & White;DePaola, 2014), as well as for increasing criminal justice students' satisfaction with their major (Burke & Bush, 2013) and motivation to learn (Wagers et al, 2018). Far fewer studies have focused on the outcomes for court-involved youth, such as George-Paschal and Bowen's (2019) examination of drug court youth's outcomes within an occupational therapy service-learning partnership, effects on recidivism rates (Davidson et al, 2010b), or the perspectives of court partners (Cronley et al 2015;Hartmus et al, 2006).…”

Section: Contextualizing Juvenile Court Partnershipsmentioning

confidence: 99%

“Who’s Out There?” Modeling Innovation in Juvenile Justice Through a Campus-Community Partnership

Ornelas

Saxton

Kohler-Evans

et al. 2021

International Journal of Research on Service-Learning and Community Engagement

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While a traditional approach to juvenile justice in the United States proscribes punishment based on a young person’s offense, innovative juvenile courts across the country are developing a more individualized approach based on assessed risk of reoffending. Treating juvenile justice as an opportunity to participate in the holistic development of youth is time and resource intensive, and models for implementation are needed. This case study uses the theoretical frameworks of cross-sector collaboration and social justice leadership to examine how one juvenile court system in the southern United States partnered with a university service-learning program and nonprofit organizations in the community to implement a matrix of services for addressing assessed needs in their court.

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“…Service learning as a pedagogy is rooted in constructivism and experiential learning theories that support constructs found within social justice (Sabo et al, 2015;Tinkler, hannah, Tinkler, & Miller, 2015;Yorio & Ye, 2012). A social justice model ensures the service learning experience ethically and responsibly serves the needs of the community as well as the students (DePaola, 2014). Therefore, service learning programs should make certain the university and the community partner mutually benefit from the experience (Pollard & McClam, 2014).…”

Section: Descriptionmentioning

confidence: 99%

Innovations in Occupational Therapy Education: The Centralized Service Learning Model

Milton

Otty

2018

JOTE

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Partnerships between community organizations and engaged university members creates realistic learning experiences for occupational therapy students while encouraging civic responsibility. The authors propose service learning as the core of an innovative course design framework using the Centralized Service Learning Model (CSLM). Three phases are described. Phase One provides a description of the CSLM using a generalizable model, with specific application within existing occupational therapy program coursework. Phase Two provides leadership opportunities for a subsequent cohort of students within the curriculum. Finally, Phase Three integrates faculty scholarship. To understand students' knowledge-level awareness, a survey based on course objectives can be administered, and ongoing journaling using reflections that promote critical thought, such as guided reflection, may be utilized. Faculty members can utilize this innovative course design framework to provide meaning and engagement to students during service learning projects while simultaneously meeting service, scholarship, and teaching obligations.

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Collaborating for Social Justice Through Service Learning

Cited by 6 publications

References 3 publications

A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development

A Theoretical Framework on Reflection in Service Learning: Deepening Reflection Through Identity Development

“Who’s Out There?” Modeling Innovation in Juvenile Justice Through a Campus-Community Partnership

Innovations in Occupational Therapy Education: The Centralized Service Learning Model

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