Promoting <i>Social and Emotional Learning</i> through Service-Learning Art Projects

Russell, Robert L.; Hutzel, Karen

doi:10.1080/00043125.2007.11651638

Cited by 30 publications

(12 citation statements)

References 4 publications

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“…Our research broadly is about positioning service learning as a strategy through which Australian higher education institutions can promote Australian Aboriginal cultural content for all tertiary students. Consonant with Molnar (2010) and others (Lawton, 2010;Russell & Hutzel, 2007) we argue that arts based service learning in particular provides a culturally sensitive and enabling process for embedding Indigenous content.…”

Section: The Coming Of a Knowingmentioning

confidence: 53%

Moments of becoming: experiences of embodied connection to place in arts-based service learning in Australia

Power

Bennett

2015

Asia-Pacific Journal of Teacher Education

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Moments of becoming: Experiences of embodied connection to place in arts-based service learning in Australia The experience of place in arts-based service learning is personal. It can be difficult to define and challenging to share and build upon. This paper, reporting from a national arts-based service learning project involving three Australian universities, is concerned with experiences of place in forming professional teacher identity. Using a narrative methodology in presenting the stories of six people, pre-service teachers and Indigenous community members, the paper draws on a number of different theoretical frameworks to explore each participant's experience and its longer-term impact on their thinking. The participant stories revealed the value of spaces between art-making, teaching and research. The learning experiences led pre-service teachers to reflect deeply in relation to self, and to consider the impact of their experiences on both current and future professional interactions. As anticipated, participants found it difficult to communicate these elemental experiences in the written word. The findings have implications for the value of flexible and critical service learning approaches, particularly in diverse cultural contexts.

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Section: The Coming Of a Knowingmentioning

confidence: 53%

Moments of becoming: experiences of embodied connection to place in arts-based service learning in Australia

Power

Bennett

2015

Asia-Pacific Journal of Teacher Education

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“…Service learning promotes social-emotional and academic development through active engagement in community activities (e.g., Leyba, 2010;Russell & Hutzel, 2007;Simons & Cleary, 2006). It challenges students to think beyond themselves and to develop empathy in service to others.…”

Section: Discussionmentioning

confidence: 99%

“…As a positive, asset-based pedagogy, service learning incorporates all the essential components of comprehensive school-based mental health services identified by Adelman and Taylor (2005) These components are common to high quality service-learning programs. Through service, students experience real world opportunities for social and emotional learning (Russell & Hutzel, 2007).…”

Section: The Case For Social Emotional and Service Learningmentioning

confidence: 99%

Toward positive and systemic mental health practices in schools: Fostering social-emotional learning through service

Wilczenski¹,

Cook²

2014

Health Psychology Report

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health psychology report • volume (3), 4 review article Mental health services in schools in the 21 st century will be prevention-oriented with a grounding in positive psychology and strong school-family-community partnerships that emphasize proactive and systemic practices to build social-emotional competencies for all children. This article makes the case for youth development through service learning to promote social and emotional wellness.

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“…Asset-based approaches identify and leverage the tangible and intangible resources (assets) the community already possesses (see e.g. Green and Haines 2017;Kretzmann and McKnight, 1993;Russell and Hutzel, 2015). Again, the moral commitment and first-hand experience of the Syrian academics-in-exile can be harnessed for future nation-rebuilding.…”

Section: A Model For Academic Community Developmentmentioning

confidence: 99%

Reconceptualising academic development as community development: lessons from working with Syrian academics in exile

Parkinson

McDonald²,

Quinlan

2019

High Educ

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This paper focuses on academic development for Syrian academics in exile. Academic development first emerged in resource-rich, global North environments including the UK, the USA, Australia, and Scandinavia nearly 50 years ago as reported by Gosling (International Journal for Academic Development, 14(1):5-18, 2009), and the majority of research studies in this field focus on activities in global North, resource-rich, institutional settings. Yet academics in resource-poor, [post-] conflict and post-colonial contexts face different challenges and circumstances, and have different academic development needs. This paper extends the conceptual and contextual scope of this field by investigating the experiences and academic development needs of Syrian academics in exile, and interrogating the concept of academic development within that context. It establishes the background context of Syrian academia in exile, before summarising the nature and aims of the Council for At Risk Academics (Cara) Syria Programme. It then outlines the study's methodology, before presenting the findings of a thematic analysis of a multi-level data set. It then interrogates the concept and normative terrain of academic development in light of these findings, and proposes a model for academic community development to support academic communities in exile, and marginalised academic communities more widely.

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Promoting Social and Emotional Learning through Service-Learning Art Projects

Cited by 30 publications

References 4 publications

Moments of becoming: experiences of embodied connection to place in arts-based service learning in Australia

Moments of becoming: experiences of embodied connection to place in arts-based service learning in Australia

Toward positive and systemic mental health practices in schools: Fostering social-emotional learning through service

Reconceptualising academic development as community development: lessons from working with Syrian academics in exile

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