以艺术为基础的批判性服务-学习经验作为变革教学法

Q3 Social Sciences Journal of Pedagogy Pub Date : 2022-12-01 DOI:10.2478/jped-2022-0007
R. Jacobs
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引用次数: 0

摘要

初级教师教育项目定期让学生参与服务学习项目,为他们在学习过程中实现个人、专业和教学转型提供了一条额外的途径。其中一个途径是通过社区艺术项目中的服务学习实习。本文报告了两所大学基于艺术的服务学习项目的研究。8名初级教师教育(ITE)学生在实习结束后接受了采访,并提出了一些关键主题。其中包括作为服务学习体验的一部分的生产性不适的重要性,以及由基于艺术的体验产生的变革性教学法。本文还探讨了对传统服务学习模式的一些批评,这些模式为批判性服务学习方法开辟了空间。通过对理工学院学生叙述的分析,我们发现了通过基于艺术的项目从传统的服务学习方法转变为批判性服务学习方法的途径,这一领域在以前的研究中基本上没有被探索过。本文最后讨论了未来相关研究的方向,即将艺术中的服务学习导向社会和创造正义。
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Arts-based critical service-learning experiences as transformative pedagogy
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.
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来源期刊
Journal of Pedagogy
Journal of Pedagogy Social Sciences-Education
CiteScore
1.10
自引率
0.00%
发文量
5
审稿时长
20 weeks
期刊介绍: The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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