Reframing Service-Learning as Learning and Participation With Urban Youth

Kinloch, Valerie; Nemeth, Emily A.; Patterson, Ashley

doi:10.1080/00405841.2015.977660

Cited by 28 publications

(21 citation statements)

References 5 publications

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“…■ Students wrote grant proposals to continue work in a community garden that they were involved in for a service-learning project (Kinloch, Nemeth, & Patterson, 2015).…”

Section: Resultsmentioning

confidence: 99%

Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

VanDerHeide¹,

Juzwik²

2018

J Adolescent & Adult Lit

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“…■ Students wrote grant proposals to continue work in a community garden that they were involved in for a service-learning project (Kinloch, Nemeth, & Patterson, 2015).…”

Section: Resultsmentioning

confidence: 99%

Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

VanDerHeide¹,

Juzwik²

2018

J Adolescent & Adult Lit

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“…The findings related to vital benefits gained by the students show to support claims of Bowie and Cassim (2016), and Wade (1997) in the theoretical background. Additionally, CSL also assists the faculty to enhance their teaching ability, instructional productivity, and engagement in civic responsibility (Daniels, Patterson, & Dunston, 2010;Kinloch et al, 2015). Also, community members receive a great number of benefits from CSL projects (Bowie & Cassim, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…This pedagogical shift to CSL will provide institutions with three academic benefits related to educational approaches, which can be summarized in terms of pedagogy discrimination, content comprehension and application, and civic engagement (Daniels, Patterson & Dunston, 2010). CSL offers benefits for faculty members by giving them opportunities to perform action research (Darby & Newman, 2014) as well as enhance their teaching ability and instructional productivity while actively taking part in fieldwork with students (Kinloch et al, 2015). Community members, as a recipient, are considered as the most important community partner in any service learning project (Bowie & Cassim, 2016).…”

Section: Benefits Of Cslmentioning

confidence: 99%

Integrating Community Service Learning into University Curriculum: Perspectives from EFL Teachers and Students

Viên

Hung

2020

LRR

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Community service learning (CSL) has been regarded as a pedagogical tool which provides students with opportunities to participate in a service activity to meet social needs and simultaneously gain benefits for themselves. There has been a tendency in the world to include CSL in higher education training programs. This study aims to investigate Vietnamese EFL teachers' and students' perceptions of CSL and their practices of a CSL-integrated course at a university of foreign languages in central Vietnam. The study involved 61 teachers and 201 students and employed quantitative and qualitative approaches. The findings revealed that both teachers and students showed strong support for CSL, and that the teachers, especially more experienced teachers, had more positive beliefs than the students about the five categories surveyed: perceptions of CSL, role of the school, benefits for teachers, benefits for students, and feasibility of CSL integration. Also, the participants believed that CSL was to be a tool to help students develop professionally, personally, and academically.

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“…It is also likely that school practitioners in Hong Kong were less aware of the impact of social organizations. In addition, justice-orientated service programs that reveal the inequitable social system (Kinloch et al, 2015) were seldom reported by the students. This implied that service programs in the three schools did not have an explicit focus on social justice.…”

Section: Discussionmentioning

confidence: 99%

“…Civic identity can also be developed when involving participants in acting out the mission of sponsoring organizations that represent main stream ideologies within any given culture (Youniss, 2011). Through such experiences, young people are made aware of the inequitable systems that underlie community problems (Kinloch, Nemeth, & Patterson, 2015), to see how they are participating in the ongoing work of civic institutions (Youniss, 2011), and to integrate social ideologies into their personal values (Youniss, 2011). In addition, services that engage young people in enduring service can also promote positive community-oriented civic attitudes (Ballard, Caccavale, & Buchanan, 2014).…”

Section: Civic Identitymentioning

confidence: 99%

Development of Adolescent Moral and Civic Identity Through Community Service: A Qualitative Study in Hong Kong

Min

2017

Journal of Adolescent Research

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This article draws on Marcia's model that defines four statuses of adolescents' identity formation to examine adolescent moral and civic identity formation. Interviews were conducted with 23 students at three Hong Kong senior secondary schools to address the following research question: How does community service help adolescents develop their moral and civic identities? Among the participants, most of them reported attaining moral identity development and just a few participants reported civic identity development; nonetheless, one of them did not report identity development in the moral and civic domains. Furthermore, five core elements of community service programs facilitating the participants' identity formation emerged from the findings, namely, meaningful service activities, diversity, youth voice, reflection, and extended service duration. The influence of these service elements varied across the moral and civic domains of identity. By reporting the findings gained from an East Asian school setting, the article contributes to a fuller understanding of the role of community service in adolescent identity formation.

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Reframing Service-Learning as Learning and Participation With Urban Youth

Cited by 28 publications

References 5 publications

Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

Integrating Community Service Learning into University Curriculum: Perspectives from EFL Teachers and Students

Development of Adolescent Moral and Civic Identity Through Community Service: A Qualitative Study in Hong Kong

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