“Real Learning” in Service Learning: Lessons from La Clase Mágica in the US and Spain

  1. Beatriz Macías Gómez-Estern 2
  2. Virginia Martínez-Lozano 2
  3. Olga A. Vásquez 1
  1. 1 University of California System
    info

    University of California System

    Oakland, Estados Unidos

    ROR https://ror.org/00pjdza24

  2. 2 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Revista:
International Journal for Research on Extended Education

ISSN: 2196-3673,  2196-7423

Año de publicación: 2014

Volumen: 2

Número: 2

Páginas: 63-78

Tipo: Artículo

DOI: 10.3224/IJREE.V2I2.19547 GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal for Research on Extended Education

Resumen

In this article, we present initial findings of an exploratory-pilot research study thatfocuses on service learning as a framework to examine “real learning” and identity changesof university students participating in a community based educational activity known asLa Clase Mágica. Student’s reports and fieldnotes from two distinct locations: the original25-year old project located in San Diego, California and a recent adaptation in Seville knownas LCM-Seville, now completing two academic years of experience. The two programs inSan Diego (US) and Seville (Spain) illustrate the types of learning that students acquire asthey engage community members in activities that support community participants’ development.