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Full-Text Articles in Education
Spatializing Community-Based Learning: How A Critical Geography Framework Can Foster Understandings Of Structural Inequality And Egalitarian Relationships, Roseann Liu, Sarah Fischmann, Ashley Hong, Kathleen Melville
Spatializing Community-Based Learning: How A Critical Geography Framework Can Foster Understandings Of Structural Inequality And Egalitarian Relationships, Roseann Liu, Sarah Fischmann, Ashley Hong, Kathleen Melville
Journal of Community Engagement and Higher Education
Critical service learning is an approach that works toward social transformation and egalitarian partnerships. However, the ways in which space facilitates or undermines this approach has been largely unexplored. Drawing on a case study from an urban education course, we argue that a critical geography framework can develop students’ understandings of structural inequalities and nurture egalitarian relationships between partners.
Looking At The Past To Change The Future: Showcasing Featured Collections, Building Communities, And Co-Creating, Sherry Buchanan
Looking At The Past To Change The Future: Showcasing Featured Collections, Building Communities, And Co-Creating, Sherry Buchanan
Humboldt Journal of Social Relations
Academic libraries have the opportunity and the responsibility to promote and advance content that creates transformative and iterative learning opportunities. To that end, and in an effort to build communities and facilitate co-creation, Portland State University showcases three main Featured Collections in our open access repository, PDXScholar: Climate Justice, COVID-19, and Racial and Gender Equity, with a fourth pilot collection—Student Work: An Open Showcase of Outstanding Student-Created Research & Creative Work—under development. The collections include a broad range of audiovisual materials, such as podcasts and webinar series, as well as sustainability and equity work, student-created content, and numerous future-focused multidisciplinary …
Implications Of A Community-Based Learning Faculty Fellows Program To Facilitate Teaching And Learning In The Jesuit Tradition, Debra Fetherman, Julie Schumacher Cohen, Ovidiu Cocieru, Gerard Dumancas, Brian Snee, Patricia Wisniewski
Implications Of A Community-Based Learning Faculty Fellows Program To Facilitate Teaching And Learning In The Jesuit Tradition, Debra Fetherman, Julie Schumacher Cohen, Ovidiu Cocieru, Gerard Dumancas, Brian Snee, Patricia Wisniewski
Jesuit Higher Education: A Journal
The University of Scranton is one of the 28 Jesuit institutions of higher education located in the United States. Committed to community engagement and the development of Ignatian educators, a Community-Based Learning (CBL) Faculty Fellows Program was implemented academic year 2022-2023. The Ignatian Pedagogical Paradigm and the Engagement of Hope framework were used as models to develop, implement, and assess a CBL faculty development program. Program activities were designed to build faculty skills, capacities, and their identity as community-engaged practitioners. Lessons learned through program assessment on the impact on faculty’s transformation to Ignatian educators and their ability to imagine new …
Developing Community Partnerships To Promote Social Justice-Related Learning Outcomes, Hilary Rasmussen
Developing Community Partnerships To Promote Social Justice-Related Learning Outcomes, Hilary Rasmussen
Experiential Learning & Teaching in Higher Education
This case study advances two primary arguments about the relationship between experiential learning and social justice-oriented learning objectives: 1) a first step toward developing strategies and practices that foster justice-related learning outcomes is to partner with organizations that pursue social justice, and 2) effectively teaching social justice in a service-learning experience calls for classroom practices to embody an ethos of social justice in which students sustain a dialogic relationship with the community partner with both parties mutually contributing to the project. I elaborate on best practices for how to achieve clearer assessment of whether students have internalized the goals of …
Critical Pedagogy Of Discomfort In Community-Based Learning: Kenyan Students' Experiences, Charlene A. Vanleeuwen, Lori E. Weeks, Linyuan Guo-Brennan
Critical Pedagogy Of Discomfort In Community-Based Learning: Kenyan Students' Experiences, Charlene A. Vanleeuwen, Lori E. Weeks, Linyuan Guo-Brennan
Comparative and International Education / Éducation Comparée et Internationale
Community-based learning (CBL) is employed as a pedagogical approach in professional programs globally; however, transferability of Eurocentric CBL models and theory to university settings outside the global north is under-examined. Adopting critical hermeneutics as the theoretical and methodological framework, this study explored the meaning of community-based learning (CBL) to Kenyan university students in a human services program and examined the complexity of students’ difficult learning experiences in making connections between classroom learning and praxis in Kenyan communities. Data were collected from six university students following 12-week placements with community organizations in Kenya. Findings revealed disciplinary, historical, cultural and extra-linguistic factors …