<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>Initial teacher education programs regularly engage students in service-learning 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.</p>
</abstract>

Initial teacher education programs regularly engage students in service-learning 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.

Arts-based critical service-learning experiences as transformative pedagogy

Ph.D., Western Sydney University - Bankstown Campus

Journal of Pedagogy

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

{"article-title":"Arts-based critical service-learning experiences as transformative pedagogy"}

Initial teacher education programs regularly engage students in service-learning programs, providing an additional pathway to personal, professional and...

Arts-based critical service-learning experiences as transformative pedagogy

Online veröffentlicht: 14. Jan. 2023

Seitenbereich: 29 - 53

DOI: https://doi.org/10.2478/jped-2022-0007

Schlüsselwörter
arts education, service learning, affect, transformative pedagogy, initial teacher education

© 2022 Rachael Frances Jacobs, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Arts-based critical service-learning experiences as transformative pedagogy

Online veröffentlicht: 14. Jan. 2023

Seitenbereich: 29 - 53

DOI: https://doi.org/10.2478/jped-2022-0007

Schlüsselwörterarts education, service learning, affect, transformative pedagogy, initial teacher education

© 2022 Rachael Frances Jacobs, published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Schlüsselwörter
arts education, service learning, affect, transformative pedagogy, initial teacher education