دورية أكاديمية
Reciprocal and Scholarly Service Learning: Emergent Theoretical Understandings of the University-Community Interface in South Africa
| العنوان: | Reciprocal and Scholarly Service Learning: Emergent Theoretical Understandings of the University-Community Interface in South Africa |
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| اللغة: | English |
| المؤلفون: | Smith-Tolken, Antoinette, Bitzer, Eli |
| المصدر: | Innovations in Education and Teaching International. 2017 54(1):20-32. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| تاريخ النشر: | 2017 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Service Learning, College School Cooperation, Foreign Countries, Teaching Methods, Grounded Theory, Undergraduate Students, College Faculty, Teacher Attitudes, Developing Nations, Interviews |
| مصطلحات جغرافية: | South Africa |
| DOI: | 10.1080/14703297.2015.1008545 |
| تدمد: | 1470-3297 |
| مستخلص: | This study addresses underlying principles to interpret scholarly-based service-related teaching and learning. Such principles include addressing specific concerns of communities, transforming theoretical knowledge into lived experiences for students, making the knowledge generated within communities meaningful and forging constant growth and learning gain for both students and community members (CMs). Following a grounded theory design, academic staff members, students, community organisation representatives and CMs were involved in service-related projects. These projects involved a South African research-led university which engages with its local communities--some evolving from destitute positions. Seven academic modules from six faculties were analysed over a period of two consecutive years. Results opened up new perspectives on service learning, a concept previously mainly researched as an inward-looking inquiry or implicitly embedded in curricula. New student attributes are suggested which include scholarliness (including taking a stronger research view on undergraduate work) and reciprocity (i.e. students not only learning in communities but also from communities and vice versa). Such innovative emphases on student attributes open up fresh meanings and theory for community engagement and university curricula--particularly in the context of a developing country. |
| Abstractor: | As Provided |
| Number of References: | 21 |
| Entry Date: | 2017 |
| رقم الأكسشن: | EJ1126402 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1470-3297 |
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| DOI: | 10.1080/14703297.2015.1008545 |