Reciprocity and Critical Reflection as the Key to Social Justice in Service Learning: A Case Study

Autor/inn/en	Asghar, Mandy; Rowe, Nick
Titel	Reciprocity and Critical Reflection as the Key to Social Justice in Service Learning: A Case Study
Quelle	In: Innovations in Education and Teaching International, 54 (2017) 2, S.117-125 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1470-3297
DOI	10.1080/14703297.2016.1273788
Schlagwörter	Foreign Countries; Service Learning; Social Justice; Case Studies; Citizenship Education; Partnerships in Education; Universities; Mental Health Programs; Health Services; Disadvantaged; Social Exchange Theory; Reflection; Semi Structured Interviews; Qualitative Research; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Service-Learning; Soziale Gerechtigkeit; Case study; Fallstudie; Case Study; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Hochschulpartnerschaft; University; Universität; Health service; Gesundheitsdienst; Gesundheitswesen; Theorie des sozialen Wandels; Qualitative Forschung; Großbritannien
Abstract	Service learning is experiential education that encourages students as socially responsible and active citizens working in and with members of the community. We consider how these ideas illuminate the ambitions of a unique service-learning opportunity known as "Converge", a university partnership with a health care provider that brings together students and users of mental health services in a variety of educational activities. We are particularly concerned in this article to address the criticism that service learning can exploit marginalised groups for the benefit of student education. We propose that reciprocal relationships which challenge established ideas and practices, together with engaging students in critical and informed analysis are key components in ensuring that service learning is socially just. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01