Learning Through Experience:Making Sense of Students’ Learning through Service Learning
| dc.contributor.author | Gredley, S | |
| dc.date.accessioned | 2016-04-25T11:40:12Z | |
| dc.date.available | 2016-04-25T11:40:12Z | |
| dc.date.issued | 2015 | |
| dc.description.abstract | Service learning is often heralded as an important way of providing potentially transformative learning opportunities for students to develop empathy and an ethic of care, contributing to student ‘being’ and engagement in the world. However, many scholars have noted that service learning does not inherently and by itself offer students the space to explore their personal responses to the challenges of service work. This can result in service that embeds and perpetuates hierarchy and difference. My research paid more explicit attention to student ‘being’ to explore learnings about self, knowledge and practice. Through data that included interviews, reflective writing and online blogs, I tracked the learning journeys of four students through a service learning course that aims to foreground values and ‘being’. I asked how this focus on ‘being’ affected the students’ learning. I found that through “learning service” (Boyle-Baise et al. 2006) ‘being’ was transformed for each student, which resulted in changed ‘knowing’ and practice. | en_ZA |
| dc.description.abstract | From the link: http://www.journals.ac.za/index.php/sajhe/article/view/501 accessed on 25-04-2016 it is indicated that, "this work is licensed under a Creative Commons Attribution 4.0 International License". | |
| dc.identifier.apacitation | Gredley, S. (2015). Learning Through Experience:Making Sense of Students’ Learning through Service Learning. <i>South African Journal of Higher Education</i>, http://hdl.handle.net/11427/19196 | en_ZA |
| dc.identifier.chicagocitation | Gredley, S "Learning Through Experience:Making Sense of Students’ Learning through Service Learning." <i>South African Journal of Higher Education</i> (2015) http://hdl.handle.net/11427/19196 | en_ZA |
| dc.identifier.citation | Gredley, S. (2015). Learning Through Experience:Making Sense of Students’ Learning through Service Learning. South African Journal of Higher Education, 29(3). | en_ZA |
| dc.identifier.issn | 1011-3487 | en_ZA |
| dc.identifier.ris | TY - Journal Article AU - Gredley, S AB - Service learning is often heralded as an important way of providing potentially transformative learning opportunities for students to develop empathy and an ethic of care, contributing to student ‘being’ and engagement in the world. However, many scholars have noted that service learning does not inherently and by itself offer students the space to explore their personal responses to the challenges of service work. This can result in service that embeds and perpetuates hierarchy and difference. My research paid more explicit attention to student ‘being’ to explore learnings about self, knowledge and practice. Through data that included interviews, reflective writing and online blogs, I tracked the learning journeys of four students through a service learning course that aims to foreground values and ‘being’. I asked how this focus on ‘being’ affected the students’ learning. I found that through “learning service” (Boyle-Baise et al. 2006) ‘being’ was transformed for each student, which resulted in changed ‘knowing’ and practice. DA - 2015 DB - OpenUCT DP - University of Cape Town J1 - South African Journal of Higher Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 SM - 1011-3487 T1 - Learning Through Experience:Making Sense of Students’ Learning through Service Learning TI - Learning Through Experience:Making Sense of Students’ Learning through Service Learning UR - http://hdl.handle.net/11427/19196 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/19196 | |
| dc.identifier.vancouvercitation | Gredley S. Learning Through Experience:Making Sense of Students’ Learning through Service Learning. South African Journal of Higher Education. 2015; http://hdl.handle.net/11427/19196. | en_ZA |
| dc.language | eng | en_ZA |
| dc.publisher | Unisa Press | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.source | South African Journal of Higher Education | en_ZA |
| dc.source.uri | http://www.journals.ac.za/index.php/sajhe | |
| dc.title | Learning Through Experience:Making Sense of Students’ Learning through Service Learning | en_ZA |
| dc.type | Journal Article | en_ZA |
| uct.subject.keywords | higher education | en_ZA |
| uct.subject.keywords | experiential learning | en_ZA |
| uct.subject.keywords | service learning | en_ZA |
| uct.subject.keywords | ‘learning service’ | en_ZA |
| uct.subject.keywords | community service | en_ZA |
| uct.subject.keywords | community engagement | en_ZA |
| uct.subject.keywords | student ‘being’ | en_ZA |
| uct.subject.keywords | learning journey | en_ZA |
| uct.subject.keywords | transformative learning | en_ZA |
| uct.type.filetype | Text | |
| uct.type.filetype | Image | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Article | en_ZA |