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Arts-based critical service-learning experiences as transformative pedagogy.
- Source :
- Journal of Pedagogy / Pedagogický Casopis; Dec2022, Vol. 13 Issue 2, p29-53, 25p
- Publication Year :
- 2022
-
Abstract
- Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and pedagogical transformation in their learning journey. One of those pathways is through service-learning placements in community arts projects. This paper reports on a study of arts-based service-learning programs at two universities. Eight initial teacher education (ITE) students were interviewed after their placements and a number of key themes emerged. These include the importance of productive discomfort as part of the service-learning experience and transformative pedagogy resulting from the art-based experience. This paper also explores some critiques of traditional service-learning models that have opened spaces for critical service-learning approaches. The analysis of ITE students' narratives led to findings about the path of transformation from traditional to critical service-learning approaches through arts-based projects, an area which has been largely unexplored in previous research. The paper concludes with discussion of future avenues for related research that orientate service-learning in the arts towards social and creative justice. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13381563
- Volume :
- 13
- Issue :
- 2
- Database :
- Complementary Index
- Journal :
- Journal of Pedagogy / Pedagogický Casopis
- Publication Type :
- Academic Journal
- Accession number :
- 161308752
- Full Text :
- https://doi.org/10.2478/jped-2022-0007