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A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis

A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis

Tynisha D. Meidl, Leah Katherine Saal, Margaret-Mary Sulentic Dowell
Copyright: © 2021 |Pages: 10
ISBN13: 9781799890263|ISBN10: 1799890260|EISBN13: 9781799890270
DOI: 10.4018/978-1-7998-9026-3.ch004
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MLA

Meidl, Tynisha D., et al. "A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis." Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, IGI Global, 2021, pp. 52-61. https://doi.org/10.4018/978-1-7998-9026-3.ch004

APA

Meidl, T. D., Saal, L. K., & Sulentic Dowell, M. (2021). A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis. In I. Management Association (Ed.), Research Anthology on Culturally Responsive Teaching and Learning (pp. 52-61). IGI Global. https://doi.org/10.4018/978-1-7998-9026-3.ch004

Chicago

Meidl, Tynisha D., Leah Katherine Saal, and Margaret-Mary Sulentic Dowell. "A Typology of Conscious Decision Making for Service-Learning Field Experiences: Labeling Practice and Identifying Praxis." In Research Anthology on Culturally Responsive Teaching and Learning, edited by Information Resources Management Association, 52-61. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-9026-3.ch004

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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.

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