Critical Perspectives on Service-Learning in Higher Education

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1 Critical Perspectives on Service-Learning in Higher Education

2 Critical Perspectives on Service-Learning in Higher Education Susan J. Deeley University of Glasgow, UK

3 Susan J. Deeley 2015 Softcover reprint of the hardcover 1st edition All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6 10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The author has asserted her right to be identified as the author of this work in accordance with the Copyright, Designs and Patents Act First published 2015 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number , of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin s Press LLC, 175 Fifth Avenue, New York, NY Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave and Macmillan are registered trademarks in the United States, the United Kingdom, Europe and other countries ISBN ISBN (ebook) DOI / This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress.

4 In loving memory of Astri and Donald and with love to Kenneth and Hazel

5 Contents Acknowledgements xi 1 Introduction 1 Background 1 Aims 2 Summary of the book s content 3 A navigational route map 4 2 Contextualising Service-Learning 9 Introduction 9 Historical context 12 Definitions of service-learning 18 Characteristics of service-learning 20 Principles of service-learning 22 Outcomes of service-learning 23 Citizenship 24 Intellectual development 26 Personal development 26 Negative aspects 27 Conclusion 28 3 A Theoretical Paradigm for Service-Learning 30 Introduction 30 Making meaning 32 Thought and language 32 Social constructionism 36 Collaborative learning 39 Traditional pedagogy 39 Progressive pedagogy 41 The role of the teacher 43 Experiential learning theory 45 John Dewey 46 Experiential learning cycle 49 Adult learning theory 50 vii

6 viii Contents Transformative learning theory 52 Conclusion 53 4 Service-Learning as a Critical Pedagogy 56 Introduction 56 Critical theory 58 Critical pedagogy 62 Conscientisation 64 Semi-intransitive consciousness 66 Naïve transitive consciousness 67 Critical consciousness 69 The value of conscientisation 70 Transformative learning theory 74 Service-learning 76 Empirical evidence 78 Conclusion 79 5 Critical Reflection 81 Introduction 81 Thinking 82 Critical reflection 84 Models of reflection 87 Facilitating critical reflection 87 Intention 87 Stages of critical reflection 88 Critical incidents 90 A supportive learning environment 92 Potential outcomes of critical reflection 94 Change 94 Discomfort 95 Construction of meaning 96 Raised awareness 97 Praxis 98 Critical reflection and service-learning 98 The role of critical reflection 99 The role of the teacher 99 Conclusion Academic Writing in Service-learning 103 Introduction 103

7 Contents ix Writing for learning and assessment 107 Ethical issues 109 Writing critical incidents 110 A critical incident abroad 114 An example of a student s critical incident (Student A) 116 Reflective journals 118 Writing a reflective journal 118 A journal entry model 120 Examples of students journal entries (from the structure by Chisholm [2000]) 122 Hearing the call (Student B) 123 Taking up the challenges (Student C) 125 Battling the beasts (Student D) 126 Passing through the gates (Student E) 128 Recognising guides and guardian spirits (Student F) 129 Celebrating the victories (Student G) 130 Discovering the boon (Student H) 131 Charting the course (Student I) 133 Learning 134 Assessment 135 Conclusion Reflections in and on Assessment 140 Introduction 140 Assessment 141 Feedback 143 Self-assessment 144 Co-assessment 145 The study 146 Context 146 Methods 149 Participants 150 Ethics 150 Data collection 151 Data analysis 151 Findings 151 Expectations 152 Formative assessment 152 Reflective journals 153

8 x Contents Critical incidents 155 Oral presentations 156 Co-assessment 157 Self-assessment 158 Learning 159 Discussion 160 Conclusion Conclusion 164 Overview 164 Summary analysis 165 Critical evaluation 172 Reflection 176 References 178 Index 193

9 Acknowledgements Hearty thanks to my service-learning students who inspired me to write this book and who willingly participated in my research. I am delighted to have the opportunity to present their coursework, albeit anonymously. So, my special thanks to the students in the classes of , , , and My thanks also to Linda Chisholm who very kindly gave her permission for me to use her iconic book, Charting a Hero s Journey (2000), without which my book would have been incomplete and my students reflective tutorials unstructured. I am also very grateful to Linda for her friendship and guidance in my own service-learning journey. Thanks to all the staff and service-users in the community agencies who have generously hosted service-learning placements and without whom my service-learning courses would not be possible. In particular, thanks to Grace Lamont, who has warmly welcomed service-learning students regularly since 1998 and to Phra Saneh Dhammavaro for warmly welcoming me. Also, my thanks to Andrew James, the Commissioning Editor at Palgrave Macmillan, for giving me the opportunity to publish this book; Beth O Leary and Eleanor Christie for helping me through the publishing processes; the publishing team; the anonymous referee for helpful and constructive feedback on my book proposal; and to my friends and colleagues in the international service-learning community from whom I have learned. Thanks to Robert Yule for his diligence in preparing the cover photograph of my mother s art design. Last, but not least, my thanks to Kenneth Deeley and Hazel Deeley for their love and support as always. xi

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