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n Education as Change - Pre-service teacher education students' engagement with care and social justice in a service learning module

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Abstract

This study investigates pre-service teacher education students' engagement with service learning at a South African university. The service learning module was premised on a framework of caring and social justice. A critical discourse analysis technique (Fairclough, 2003) along with content analysis and a hybrid form of ethnomethodological analysis (EA) was used to explore students' meaning making. The findings show that students performed mainly as 'technicians' of service who largely misunderstood the purpose and intention of service learning. Students also positioned themselves as observers of the 'other' in a troubled world and took up positions as subjects in the service learning, pathologising the 'diseased other'. In addition, the investigation reveals that students were challenged by service learning as an experienced/experiential curriculum and that for the majority of students there was only a transient development of their personal and professional knowledge.

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/content/edchange/11/3/EJC31603
2007-12-01
2016-12-06
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