Service-learning as a higher education pedagogy for advancing citizenship, conscientization and civic agency: a capability informed view

IF 2.5 Q1 Social Sciences
Ntimi N. Mtawa, N. Nkhoma
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引用次数: 9

Abstract

ABSTRACT Universities are criticised for overemphasising instrumental values. Instrumental values are important but universities risks undermining cultivation of humanity, critical consciousness and civic agency. Service-learning (SL) is practice that moves teaching and learning beyond the focus on technical skills and instrumental outcomes. Nonetheless, little is known about this role of SL in African and particularly South Africa context. Using a capability approach (CA) as developed by Amartya Sen and Martha Nussbaum, the article explores the contribution of SL in fostering students’ capabilities for citizenship, conscientization and civic agency. The findings indicate that through SL processes and activities, students develop citizenship capabilities of affiliation and narrative imagination, informed vision, social and collective struggle, and local citizenship but often not in the way the university intended. The paper contributes to the understanding of how SL can expand the conception of teaching and learning and fosters critical social values in the global South context.
服务学习作为促进公民意识、责任感和公民能动性的高等教育教学法:一种能力知情观点
摘要大学因过分强调工具价值而受到批评。工具价值观很重要,但大学有可能破坏人性、批判意识和公民能动性的培养。服务学习(SL)是一种实践,它使教学和学习超越了对技术技能和工具成果的关注。尽管如此,人们对SL在非洲,特别是南非的作用知之甚少。本文采用Amartya Sen和Martha Nussbaum开发的能力方法(CA),探讨了SL在培养学生公民意识、良心意识和公民能动性方面的贡献。研究结果表明,通过SL过程和活动,学生培养了归属感和叙事想象力、知情视野、社会和集体斗争以及当地公民身份的公民能力,但通常不是以大学想要的方式。本文有助于理解SL如何在全球南方背景下扩展教学概念并培养关键的社会价值观。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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