How Sustained Service-Learning Experiences Inform Career Pathways

Mitchell, Tania D.

doi:10.3998/mjcsloa.3239521.0025.102

Cited by 74 publications

(116 citation statements)

References 16 publications

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“…In this perspective, SL represents a way to deliver community psychology‐oriented experiences, allowing students to engage in transformative learning situations based on stepping outside their comfort zones to develop a critical awareness that supports anti‐oppressive action (Sakamoto & Pitner, 2005). Despite being considered an interesting vehicle for promoting and developing critical community psychology practice (Mitchell, 2008), studies conducted by psychology scholars are a minority of the sample (17%; n = 8), with only one coming from the community psychology field.…”

Section: Discussionmentioning

confidence: 99%

Belief, attitude and critical understanding. A systematic review of social justice in Service‐Learning experiences

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Albanesi

2022

Community & Applied Soc Psy

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This systematic review examined the role of Service-Learning experiences promoted by higher education institutions to strengthen the achievement of social justice outcomes among youth. We screened and coded studies following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Of the 555 articles found in the database search, 47 peer-reviewed studies were included in the final sample. Social justice construct, together with research location, participants, target community and outcomes, were coded. Results show effects of Service-Learning experiences on (a) fostering significant improvement of students' social justice beliefs, (b) stimulating significant changes in students' attitudes with respect to the development of altruistic behaviours and their commitment to social justice, and (c) increasing students' critical understanding by sparking questioning processes related to personal assumptions of inequalities. This systematic review provides insights into the strengths and challenges of implementing social justiceoriented Service-Learning experiences.

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Section: Discussionmentioning

confidence: 99%

Belief, attitude and critical understanding. A systematic review of social justice in Service‐Learning experiences

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Albanesi

2022

Community & Applied Soc Psy

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“…While a traditional approach to service-learning places the emphasis primarily on the "service" component, a more critical approach extends learning by developing experiences with a greater focus on equality and shared power between all participants (Mitchell, 2008). The consideration of power and privilege is one of the ways that global service-learning (GSL) stands apart from domestic or traditional service-learning activities (Hartman & Kiely, 2014).…”

Section: Global Service-learningmentioning

confidence: 99%

A Global Interdisciplinary Service-Learning Project to Develop Cultural Humility in Educators of Children with Autism and Developmental Disabilities

Rose

Cooper-Duffy

Molefe³

2023

Frontiers

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A four-week global interdisciplinary service-learning project to Botswana, Africa was developed to increase cultural humility and cross cultural communication skills in 12 current and future educators of children with autism and developmental disabilities. Participants worked alongside peer educators in eight different special education units across different regions of Botswana to create curricular activities that can be used in classrooms in both countries. Instruction in Botswana education, culture, language, history, and traditions was provided along with immersion in daily Botswana life. The present study examines the impact of these experiences on participant growth of cultural humility and cross-cultural communication skills. Results indicated increases in cultural humility for all participants, with the greatest increases for the stages of integration and intercultural communication. Individual growth varied based on factors such as previous experiences, chronological age, and flexibility. In this paper, we discuss details of the project, results, limitations, and implications for practice. Abstract in Setswana Lenaneo la beke tse nne go ya Botswana, le le akaretsang mafatshefatshe, ebile ele la dikitso tse di farologanyeng, le ne la bopiwa go oketsa kitso ka ngwao ya Setswana le ka ha go buisanwang ka teng mo ngwaong. Kitso tse tsa ngwao, di ne di itebagantse le barutabana bale lesome le bobedi. Barutabana ba, ene ele ba jaanong le ba isago, ba ruta bana ba ba nang le autism le bogole jo bo farologaneng. Batsaya karolo ba ne ba bereka le barutabana mo makalaneng a a farologanyeng a le boroba bobedi ko Botswana, a a lebaganeng le dithuto tsa autism le bana ba ba nang le bogole. Ba dira jaana go bopa ditsamaiso tsa thuto tse di ka dirisiwang mo dikolong tsa mafatshe oo mabedi. Batsaya karolo ba ne ba tlhatlhelelwa ka tsamaiso ya thuto, ngwao, puo, ditso le tumelo mo Botswana, le gore di amana jang le matshelo a Batswana a tsatsi le letsatsi. Dipatlisiso tse di leka go kala maduo a phetogo maikutlo a batsaakarolo mo go godiseng kitso ka ngwao le dipuisano ka yone mo Botswana. Maduo a dipatlisiso a supile fa barutabana ba nnile le kgolo mo go tlhaloganyeng ngwao, go gola mo go tona e nnile go tlhaloganya dingwao tsa mafatshe ka bobedi. Se se raya gore lenaneo le, le nnile botlhokwa thata mo go bone. Go gola ga barutabana ka bongwe ka bongwe go ne go ikaegile thata ka maitemogelo a bone pele ga ba ya Botswana, dingwaga tsa bone le ka ha ba amogelang diemo tse di farologanyeng ka teng. Mo mokwalong o, re ala ka botlalo ka ha lenaneo le tsamaileng ka teng, maduo le ditlhaelo/dikgwetlho le ka fa lenaneo le ka dirisiwang ka teng go ya pele.

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“…While traditional service-learning centers the learning and experiences of the students, critical service-learning also prioritizes the community being served. This shift in focus results in an experience that embodies a true commitment to justice (Mitchell, 2008). As Mitchell (2008) presents, the three key characteristics of critical service-learning are:…”

Section: The Evolution Of Biol 2301mentioning

confidence: 99%

Utilizing SALT and SCM models to support student learning through critical service‐learning

Lipnicki

2023

New Drctns Student Lead

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How Sustained Service-Learning Experiences Inform Career Pathways

Cited by 74 publications

References 16 publications

Belief, attitude and critical understanding. A systematic review of social justice in Service‐Learning experiences

Belief, attitude and critical understanding. A systematic review of social justice in Service‐Learning experiences

A Global Interdisciplinary Service-Learning Project to Develop Cultural Humility in Educators of Children with Autism and Developmental Disabilities

Utilizing SALT and SCM models to support student learning through critical service‐learning

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