Border crossingA service-learning approach based on transformative learning and cultural-historical psychology
- José Luis Lalueza 1
- Beatriz Macías-Gómez Estern 2
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1
Universitat Autònoma de Barcelona
info
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2
Universidad Pablo de Olavide
info
ISSN: 1135-6405, 1578-4118
Argitalpen urtea: 2020
Alea: 32
Zenbakia: 3
Orrialdeak: 556-582
Mota: Artikulua
Beste argitalpen batzuk: Culture and Education, Cultura y Educación
Laburpena
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.
Finantzaketari buruzko informazioa
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.Finantzatzaile
- SecretarÃa de Estado de Investigacion, Desarrollo e Innovacion Spain
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Race and Difference Initiative, Emory University
United States
- EDU2014-55354-R
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