A typology of conscious decision making for service-learning field experiences: Labeling practice and identifying praxis
Document Type
Article
Publication Date
5-28-2021
Abstract
In this concluding chapter, the authors, who are service-learning and teacher education scholars, present a typology of service-learning field experiences as a means of considering how and why service-learning field experiences are included as teacher preparation. The typology is a way to examine and inform the critical decision-making process when planning, implementing, and assessing service-learning field experiences. This chapter is a departure from other chapters in this edited volume, but its purpose is to extend the conversations all chapters inspire, which is to include service-learning as a form of community-engaged pedagogy and scholarship that endorses, represents, and promotes culturally responsive practice. The authors presume it is impossible to create a complete and comprehensive taxonomy of service-learning as community-engaged work continues to evolve. The typological structure can be used to identify, define, and describe the nuanced applications salient in service-learning field experiences within teacher education.
Publication Source (Journal or Book title)
Research Anthology on Culturally Responsive Teaching and Learning
First Page
52
Last Page
61
Recommended Citation
Meidl, T., Saal, L., & Dowell, M. (2021). A typology of conscious decision making for service-learning field experiences: Labeling practice and identifying praxis. Research Anthology on Culturally Responsive Teaching and Learning, 52-61. https://doi.org/10.4018/978-1-7998-9026-3.ch004