Arts-based critical service-learning experiences as transformative pedagogy

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4 Citations (Scopus)

Abstract

Initial teacher education programs regularly engage students in servicelearning 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.
Original languageEnglish
Pages (from-to)29-53
Number of pages25
JournalJournal of Pedagogy
Volume13
Issue number2
DOIs
Publication statusPublished - 2022

Open Access - Access Right Statement

© 2022 Rachael Frances Jacobs, published by Sciendo This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (https://creativecommons.org/licenses/by-nc-nd/4.0/)

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