COMMUNITY SERVICE-LEARNING 2.0:

PAYING IT FORWARD THROUGH

RECIPROCAL PEDAGOGY Jason A. Laker, Ph.D.

Professor, Lurie College of Education San José State University, California, USA

Service-Learning: Conceptual/Pedagogical Relevance “Serving others is not just a form of do-goodism or feel-goodism, it is a road to social responsibility and citizenship. When linked closely to classroom learning…it is an ideal setting for bridging the gap between the classroom and the street, between the theory of democracy and its much more obstreperous practice…. Service is an instrument of civic pedagogy…. In serving the community, the young forge commonality; in acknowledging difference, they bridge division; and in assuming individual responsibility, they nurture social citizenship.”

Source: Barber, B. R. The Apprenticeship of Liberty: Schools for Democracy. The School Administrator. May 1998. 10-12

Service Learning Project Ethical Considerations   Technically there are three parties involved:

  the school or organization working to educate learners,   the learners, and   the agency receiving the service.

  In order to help create a successful project, the needs of all three parties need to be taken into consideration.

  It is not always efficient to be ethical! (…but that is NOT an excuse to impose oneself!)

Source: Belisle, K & Sullivan, E. (2007). Human Rights Resources for Educators. New York: Amnesty International & Concord, MA: Human Rights Education Associates.

Common Service-Learning Examples

  Community Garden   Universally Accessible Playground   After School Children’s Program   Writing Immigrant/Elderly Biographies   Engineering students designing ergonomic plans for

people with disabilities   Literacy/Language tutoring

Things we already know:

  Learning, Development, Commitment, Persistence and Success can be enhanced by/through:   Peer Education and/or support   Inviting students to co-construct their learning

process (e.g. shifting/sharing power and “ownership” of knowledge)

  Experiential Learning  University and Peer Social Engagement   Students’ sense of belonging and personal

value   Theory-to-Practice Application (e.g. Praxis)

Idea! Can we incorporate all of these? Reciprocal Pedagogy

  “Reciprocal” and “Pedagogy” are very common terms in education.

  The phrase, “Reciprocal Pedagogy” is not common enough, but this and related concepts do exist in educational literature, particularly in Critical Social Theory locations (e.g. Friere’s Pedagogy of the Oppressed).

Reciprocal Pedagogy: Conceptual Framework (e.g. ingredients/inspirations)

  Critical & Freirean Theory/Pedagogy   Feminist Theory/Co-Mentoring   Student Development Theory   Learning Theory   Experiential and Inquiry-Based

Educational Methods

Freirean Pedagogy

  “For apart from inquiry, apart from the praxis, individuals cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”

� Paulo Freire, Pedagogy of the Oppressed

  “One cannot expect positive results from an educational or political action program which fails to respect the particular view of the world held by the people. Such a program constitutes cultural invasion, good intentions notwithstanding.”

� Paulo Freire, Pedagogy of the Oppressed

Aspiration: Transcending Friere’s “Banking Concept of Education”

“…banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole:   the teacher teaches and the students are taught;   the teacher knows everything and the students know nothing;   the teacher thinks and the students are thought about;   the teacher talks and the students listen -- meekly;   the teacher disciplines and the students are disciplined;   the teacher chooses and enforces his choice, and the students comply;   the teacher acts and the students have the illusion of acting through the action of the

teacher;   the teacher chooses the program content, and the students (who were not consulted)

adapt to it;   the teacher confuses the authority of knowledge with his or her own professional

authority, which she and he sets in opposition to the freedom of the students;   the teacher is the Subject of the learning process, while the pupils are mere objects. Source: Friere, P. (2005). Pedagogy of the oppressed. New York: Continuum. pp. 73-74

Case Example: EDCO 004/EDCO 289

EDCO 004: Personal, Academic and Career Exploration   This course qualifies as an Area E (Human Understanding &

Development) course in the General Education Requirements.

Student Learning Objectives and Activities for this Course   Recognize the physiological, social/cultural, and psychological influences on

personal well-being.

  Recognize the interrelation of the physiological, social/cultural, and psychological factors on their development across the lifespan.

  Use appropriate social skills to enhance learning and develop positive interpersonal relationships with diverse groups and individuals.

  Recognize themselves as individuals undergoing a particular stage of human development and, how their well-being is affected by the university’s academic and social systems, and how they can facilitate their development within the university environment.

EDCO 004: Personal, Academic and Career Exploration

Examples of Assignments:   Autobiography (career aspirations and factors crucial to students’ own

growth such as childhood experiences and memories; career goals, aspirations and expectations; risks taken, barriers and opportunities; personal satisfactions and dissatisfactions; influences such as mentors, parents, friends, teachers, etc.; and significant events).

  Career Genogram (e.g. family tree of careers of family members)

  Assessment Report (Myers-Briggs, Strong Interest Inventory)

  Informational Interview with professional in career of interest.

  Résumé and interview thank-you note

  Major and Minor exploration group report and presentation

  Reflections on gender, race, and other stereotype and non-traditional careers.

EDCO 289: Advanced Seminar in Counseling Course Description: From the Course Catalog: “A culminating seminar which emphasizes a critical review and critique of theory and research in application of human development specialties.”

This particular seminar will focus on conceptual and theoretical frameworks and organizational models associated with student development issues and effective practices in higher education.

Seminar Learning Objectives: Our overall goal is to understand and support students in their personal growth and academic success, and thus what information and efforts stimulate that outcome. As we survey these “big picture issues” we will also consider how students experience them personally, with a goal of refining our knowledge, skills and dispositions to become effective counselor educators whose work with students advances their development and success. Within our community of practice, we will collaborate with each other and others to pursue our studies together both inside and outside our classroom.

EDCO 289: Advanced Seminar in Counseling

Seminar Learning Objectives: The learning goals for this course include:

•  First-hand knowledge of several college students’ lives, goals, and experiences. •  Fundamental understanding of social identity (e.g. race, ethnicity, gender, socio-

economic class, ability, sexuality, faith, age, among others) development issues associated with college students.

•  Key factors that constrain or promote college students’ retention and graduation. •  Overview of the Student Affairs field, including history, professional associations,

publications and academic journals, campus organizational structures, career pathways, issues and trends.

•  Factors and practices that influence adult students’ psychosocial identity development.

•  Applications of counseling skills in non-therapeutic higher education environments (e.g. student services, advising, mentoring).

•  Habits that can help keep professional work generally interesting, meaningful and fun.

EDCO 289 Syllabus Component: Service/Mentoring Experience Purpose:

“…to provide students with an opportunity to learn about undergraduate students’ lived experiences of college, to provide mentoring and encouragement in application of the course concepts, and facilitate professional development and communication skills.”

Description:

“We will be collaborating with an EDCO colleague, [Instructor Name], spending time with students enrolled in her sections of EDCO 004: Personal, Academic, and Career Exploration. Specifically, we will visit with students in her class individually and in groups, dialoguing about the issues and life of students, collaborating on a learning project, and providing mutual encouragement. Overall this is intended to be a meaningful and fun way to develop professional knowledge, skills and dispositions. The activities will include interviewing, discussion, presenting and writing. More detail will be provided.”

Example Course Activity: Social Identity Presentations   EDCO 289 STUDENTS

  Presented brief educational workshops on social identity, personal development and wellness topics to EDCO 004 students.

  Facilitated active learning exercises to reinforce concepts.   Facilitated reflective mentoring discussions

  BENEFITS: Reinforce course texts, lectures and discussions, develop confidence, professional skills and understanding of future clients.

  EDCO 004 STUDENTS   Explained their college experiences, backgrounds, concerns, interests

and challenges   Provided feedback on learning exercises and presentations.   BENEFITS: increase self-understanding; and to practice confident

speaking and writing, critical thinking, reflection).

In Students’ Own Words… EDCO 004 Learning Outcomes Feedback to EDCO 289

  That your [social] identities don’t need to define who you are.

  How unique, yet similar everyone is.   That I don’t stand alone!   That there are many students in my class that

are similar to me.   Stand up for what you believe in, even

though you might be the only person standing alone.

  It is okay to be different/have different opinions.

  There are people in my position, people have and face the same issues like me, whether if it was in the past or present now.

  I am a unique individual.   That we stereotype people because our

brains think in shorthand.   Our personal similarities and difference

between each other regarding social identity.   It reminded me of all the different types of

identities that people have.

  I like how this was presented. It really got us up taking actions instead of just lecturing at us.

  We really got to see our surrounding classmates and how things are for them.

  I had fun =)

  Very well put together, thank you so much!

  Awesome job =)

  Liked having graduates participating with students

  Interactive, fun =)

  Fun presentations, fun activity.

  I liked the activity!

  Thanks for the presentation.

  Thank you for coming and planning this activity for us! It was very informative and fun.

Ideas for other Reciprocal Linkages

  Chemistry and English: students assist each other in technical writing (e.g. science and language comprehension).

  Math and Art: students assist each other in designing compelling illustrative graphs and formulae presentation (Mathematical communication an Applied Graphic Design)

  Biology and Sociology: students collaborate on studying, interpreting and communicating social implications of sustainability issues (ex: pollution in disadvantaged communities).

  Philosophy and Finance: students collaborate to develop theoretical ethical understanding and how to apply in professional life.

THANK YOU!

YOU ARE WELCOME TO CONTACT ME:

Jason Laker, Ph.D. Professor, Department of Counselor Education San José State University One Washington Square Sweeney Hall 404 San José, California, USA 95192-0073 Office: 408-924-3654

JLAKER.SJSU@GMAIL.COM

WWW.JASONLAKER.COM