The Transformative Potential of Service-Learning and Classroom-Based Research

• In Event: 26.073 - Praxis in Service-Learning in Higher Education

Abstract

Experiential education and service-learning are “buzz words” within many educational settings. The study purpose was to explore students’ (33) and one professor’s experiences with a service-learning project as one component of two student-directed experiential education courses. Dewey and Freire’s focus on educative transformation and conscientization framed the study. Transformative phenomenology served as the methodology. The results yielded three themes, including: 1) Sense of accomplishment; 2) Questioning student-directed and student resistance; and 3) Research as meaningful reflection. This study serves to further confirm that student-directed courses can lead to a strong sense of accomplishment with service-based projects, despite challenges and resistance. It also highlights the reflexive and transformative potential of classroom-based research on both the professor and students.

Author

• Mary Catherine Breunig, Brock University