Border crossingA service-learning approach based on transformative learning and cultural-historical psychology

  1. José Luis Lalueza 1
  2. Beatriz Macías-Gómez Estern 2
  1. 1 Universitat Autònoma de Barcelona
    info

    Universitat Autònoma de Barcelona

    Barcelona, España

    ROR https://ror.org/052g8jq94

  2. 2 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Journal:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Year of publication: 2020

Volume: 32

Issue: 3

Pages: 556-582

Type: Article

DOI: 10.1080/11356405.2020.1792755 DIALNET GOOGLE SCHOLAR

More publications in: Culture and Education, Cultura y Educación

Abstract

This article presents an empirical study on the notion of border crossing within participation in university service learning (SL) programmes. Taking transformative learning and the cultural-historical approach as the conceptual referents, we analyse the field notes of students in their SL projects in Barcelona and Seville, geared at educational interventions with children from settings at risk of social exclusion. After categorizing the notes of 28 students, we focus on the references to otherness and conduct an in-depth analysis of the narratives of two students elicited by their active participation in the setting. Both cases reveal the importance of the interactive and emotional components of learning in the development of their own identity.

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Funding information

This study was conducted as part of the RDI project EDU2014-55354-R entitled ‘University Training: Analysis of the Learning Process and Identity Shift through Service Learning in Communities of Practice in Settings of Exclusion’ funded by the Secretary of State for Research, Development and Innovation. / Esta investigación se ha realizado dentro del proyecto I+D+i EDU2014-55354-R titulado ‘Formación universitaria: análisis del proceso de aprendizaje y cambio identitario a través del aprendizaje-servicio en comunidades de prácticas en contextos de exclusión’, subvencionado por la Secretaría de Estado de investigación, Desarrollo e Innovación.

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