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Challenged by Respect: Rethinking Service-Learning on Native American Reservations

Challenged by Respect: Rethinking Service-Learning on Native American Reservations

Andrew Watts
Copyright: © 2018 |Pages: 23
ISBN13: 9781522529002|ISBN10: 1522529004|EISBN13: 9781522529019
DOI: 10.4018/978-1-5225-2900-2.ch002
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MLA

Watts, Andrew. "Challenged by Respect: Rethinking Service-Learning on Native American Reservations." Culturally Engaging Service-Learning With Diverse Communities, edited by Omobolade O. Delano-Oriaran, et al., IGI Global, 2018, pp. 20-42. https://doi.org/10.4018/978-1-5225-2900-2.ch002

APA

Watts, A. (2018). Challenged by Respect: Rethinking Service-Learning on Native American Reservations. In O. Delano-Oriaran, M. Penick-Parks, & S. Fondrie (Eds.), Culturally Engaging Service-Learning With Diverse Communities (pp. 20-42). IGI Global. https://doi.org/10.4018/978-1-5225-2900-2.ch002

Chicago

Watts, Andrew. "Challenged by Respect: Rethinking Service-Learning on Native American Reservations." In Culturally Engaging Service-Learning With Diverse Communities, edited by Omobolade O. Delano-Oriaran, Marguerite W. Penick-Parks, and Suzanne Fondrie, 20-42. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-2900-2.ch002

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Abstract

This chapter explores how service-learning programs offered by U.S. colleges and universities might partner with Native American communities on reservations. It reviews relevant scholarship on approaches to cross-cultural learning, such as the Authentic and Culturally Engaging (ACE). It provides background for the participating partners in a current service-learning program. It examines issues affecting cross-cultural service-learning on reservations in light of ongoing historical, social and cultural trauma. It addresses pedagogical issues unique to Humanities (Religion) service-learning programs. It provides a description of various strategies used in the program that implement service-learning and learning theories. Throughout the chapter Native American voices and scholars serving as community partners for this specific program offer critical perspectives on pedagogy and partnerships.

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