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What is Service-Based Project

Chapter 3
Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
The authors in this chapter utilize the term “service-based” to discuss their approach to service-learning. The authors hesitated to utilize the term service-learning because the goal of the work is not civic mindedness as much as it is conscientization related to social justice. This expands on traditional approaches to service-learning, and thus the authors made the decision in this chapter to utilize service-based and justice-learning as the approach.
Published in Chapter:
Social Foundations of Education and Service-Based Field Experiences: Critical Foundations for Socially Just Educators
Sheri Carmel Hardee (University of North Georgia, USA) and Kelly Louise McFaden (University of North Georgia, USA)
Copyright: © 2018 |Pages: 17
DOI: 10.4018/978-1-5225-4041-0.ch003
Abstract
This chapter highlights one social foundations of education program's initiative to develop specialized service-based projects on which each course's field experience, readings, and assignments would center. Utilizing both a justice-oriented and intersectional foundation, professors developed projects meant to engage the program's mostly white and female students in more critical and meaningful experiences that would help pre-service educators reflect on power, privilege, and oppression and their roles in this process. The authors focus on two example projects for this chapter with a goal of examining successes and difficulties experienced in developing such projects, including the challenge of maintaining strong community partnerships. These two case studies are not meant to provide generalized experiences, but the authors hope that sharing the development, implementation, and outcomes can help other programs create field experiences for pre-service educators that will teach pre-service educators the importance of safe yet critical classroom spaces.
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