FIRST YEAR STUDENT PERSPECTIVES OF SERVICE-LEARNING: EXPRESSING COSMOPOLITAN LITERACIES
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Date
2024-03
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[Bloomington, Ind.] : Indiana University
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Abstract
In service-learning research and theory, researchers stress the importance of connecting classroom learning with service, integrating reflection into the service-learning cycle, and enabling community partners to meet their own needs through student engagement projects (Bringle & Hatcher 1995; Butin, 2005; Halsed & Schine 1994; Jacoby, 1996) Since the rise in popularity of service-learning in the early 1990’s, scholars have claimed that students who engage in service-learning courses develop a heightened sense of responsibility and civic engagement (Butin, 2015; Eby 1998; Honnet & Poulsen 1989; Jacoby, 2015; Locklin & Posman 2016), but very little is written about actual student perspectives of what they are learning and this pedagogy. The purpose of this project is to explore expressions of cosmopolitan literacies by students enrolled in a service-learning first-year seminar course at a midwestern, private university in an urban area. In this paper, I will introduce the foundational concepts behind service-learning theory and cosmopolitan literacies, examine student expressions of cosmopolitan literacies, and discuss why they matter in the context of the course, service-learning pedagogy, and community building.
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Thesis (Ed.D.) - Indiana University, Department of Curriculum and Instruction/School of Education, 2024
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service-learning, community engagement, pedagogy, cosmopolitanism, critical literacy, civic engagement, cosmopolitan literacies
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CC-BY-SA: This work is under a CC-BY-SA license. You are free to copy and redistribute the material in any format as well as remix, transform, and build upon the material as long as you give appropriate credit to the original creator, provide a link to the license, and indicate any changes made. You must distribute any contributions under an identical license.
https://creativecommons.org/licenses/by-sa/4.0/deed.en
https://creativecommons.org/licenses/by-sa/4.0/deed.en
Type
Doctoral Dissertation