AN AUTO ETHNOGRAPHIC REFLECTION OF SERVICE-LEARNING: A HIGHER EDUCATION PERSPECTIVE.
Higher education institutions recognize the importance of committing, assimilating, and applying education for sustainable development (ESD) into their curriculum to realize the Sustainable Development Goals. The intention of such a commitment assists in creating a culture of students who are active...
| Published in: | South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis Vol. 37; no. 2; pp. 218 - 233 |
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| Format: | Article |
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South African Society for Cultural History
Dec2023
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=174457089&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 174457089 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10180745 G60Q jtl: South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis issn: 10180745 maglogo: N pubinfo: dt: Dec2023 vid: 37 iid: 2 pid: 87195 pub: South African Society for Cultural History artinfo: ui: 174457089 10.20853/37-2-4803 ppf: 218 ppct: 15 formats: fmt: @attributes: type: P size: 2.5MB tig: atl: AN AUTO ETHNOGRAPHIC REFLECTION OF SERVICE-LEARNING: A HIGHER EDUCATION PERSPECTIVE. aug: au: Ramdhani, J. affil: Commerce Education Department, University of KwaZulu-Natal, Durban, South Africa su: Service learning Sustainable Development Goals (United Nations) College curriculum Higher education Universities & colleges Experiential learning Teacher education sug: subj: Service learning Sustainable Development Goals (United Nations) College curriculum Higher education Universities & colleges Experiential learning Teacher education keyword: higher education power critical theory service learning ab: Higher education institutions recognize the importance of committing, assimilating, and applying education for sustainable development (ESD) into their curriculum to realize the Sustainable Development Goals. The intention of such a commitment assists in creating a culture of students who are actively engaged. Committed to the notion of teaching and teacher education for social change, in this article, I discuss my conceptualization of service-learning through my experience in higher education. Service-learning has been defined as a mode of "experiential education that integrates meaningful community service into the curriculum" (Nives 2015, 1). My perception is that by adopting service-learning for pre-service commerce teachers, there will be a shift in how social justice issues (Frederick, Cave, and Perencevich 2010) can be infused as a meaningful community service approach within the curriculum. In undertaking such steps, I highlight the nuances of power in these programs in this article. Service-learning is adopted through constructive and cooperative strategies to address the engagement questions that underpin the modules. In the academic and method module, these approaches allow pre-service students to be aware and reflect on their prior encounters and experiences of social justice issues, such as poverty, to mention but one. Drawing on both Dewey and Gwele, this article highlights the lecturer's experience of assisting students to deliberate service-learning and participate as democratic citizens. In this article, I unpack my notions of service-learning as a subjective experience of the processes and product of service-learning as a didactic approach. This article introduces a platform to re-think and reconnoitre service-learning in higher education through this complex story. The discussion and recommendations of engineering and reengineering the concept, process, and urgency of incorporating service-learning in Higher Education curricula are discussed, and recommendations for future research are made. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis is the property of South African Society for Cultural History and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: South African Journal of Cultural History / Suid-Afrikaanse Vereniging vir Kultuurgeskiedenis holder: South African Society for Cultural History dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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