Where's the Learning in Service-Learning?

Racism in the United States: Implications for the Helping Professions

While academic service learning has grown in popularity across disciplines and universities, the pedagogical strategies for service learning courses vary greatly, especially for courses focused on development in underserved communities. Ideally, service learning pedagogy should place equal importance on student and community benefits, build reciprocal relationships with community partners, and engage students in deep reflection about social cultural and economic issues. In designing a new service learning elective course to engage students in a rural town revitalization project, we intentionally framed the course to meet the aforementioned goals. We used a three-component service learning pedagogy model that: (1) embedded the course in an existing university–community partnership; (2) mobilized interdisciplinary teams of students for community-identified projects; and (3) promoted reflection on complex economic and social justice issues by integrating students' processing through blog, faculty–student–com...

Framing Service Learning in Social Work: An Interdisciplinary Elective Course Embedded within a University–Community Partnership

Service-learning is an educational pedagogy that provides students with an opportunity to apply classroom learning to real-world situations, while meeting a specific community need. The purpose of this literature review is to identify what type of baccalaureate nursing courses utilize service-learning, to determine the level at which baccalaureate nursing students are being engaged in service-learning, and to evaluate the efficacy of service-learning to meet curricular objectives. Suggestions are made for instructors who are considering integrating service-learning into their curriculum.

Service-learning in baccalaureate nursing education: a literature review.

In response to the greater public awareness of anti-Indigenous racism within Canada’s health care system, the nation’s health education programs are under increasing pressure to incorporate anti-racist approaches in their training of health professionals. But implementation of curricular content about racism has been slow to emerge in these programs and a focus on culture rather than racial oppression persists. Few guidelines currently exist to assist in the application of anti-racist pedagogy in health education, and the published research in this area is relatively limited. The purpose of this systematic review was to explore the peer-reviewed literature using a critical realist framework to identify the factors and processes that influence the implementation of anti-racist teaching in a health context. The findings highlight the role of human actors, contextual factors, and pedagogical processes in either facilitating or impeding the advancement of anti-racist pedagogy in health education. Correspondence to: Linda Diffey, Applied Health Sciences, University of Manitoba, Winnipeg, Manitoba, Canada, Linda Diffey, Tel: 204-975-7752; Fax: 204-975-7783; E-mail: Linda.Diffey@umanitoba.ca

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Implementing Anti-Racist Pedagogy in Health Professional Education: A Realist Review

This paper articulates a curricular approach that centers on a Native American service learning course. Social work students engaged in cross-cultural immersion on a reservation in the United State...

Patricia S. Bolea

Papers

Cross-Cultural Service Learning with Native Americans: Pedagogy for Building Cultural Competence