Pedagogy of Citizenship Education: Community Education and Service Learning
Major Questions to ask
1. Service Learning as Experiential Learning
- Vygotsky: Zone of Proximal Development & Scaffolding?
- Critical Pedagogy: Hidden Curriculum?
- Pedagogical Coherence: Learning Transfer & Reflection Design?
2. Service Learning as Community Education
- Community Knowledge and Understanding?
- Community Belongingness?
- Community Efficacy
3 "Good" Service-Learning?
- Strong linkage of Learning and Services?
- Begin with Powerful Issue?
- Reflection Design?
- Reciprocity?
- Social Justice focused?
12. 「青年變成青少年的原因就是因為我們沒
有提供他們事情去做。我們不覺得他們
有生產力,只把他們視為容易受騙上當
的消費者。」
“Young people became teenagers because we had
nothing better for them to do. We began seeing them not
as productive, but as gullible consumers .”
Thomas Hine (2000) in The Rise and Decline of the America Teenager talks about how
Industrial Revolution brought about the rise of consumerism that in turn “invent”
teenagers
14. ADOLESCENTS
Problem
Client
Recipient
At risk Population to
be deal with
Tomorrow’s Leaders
Adult in the making
Problem Solver
Change Maker
Co-participant
Leadership asset to be cultivated
Part of today’s leadership team
A citizen today
Extracted from Bank of I.D.E.A.S. http://www.bankofideas.com.au/
15.
16. Service-learning is an educational method that entwines the
threads of experiential learning and community service. It
meets educational objectives through real-world experiences,
while tapping youths as resources to benefit their schools and
communities (NYLC, 2004)
“Picking up trash by a riverbank is service.
Studying water samples under a microscope is learning.
When students collect and analyze water samples and the
local pollution control agency uses the findings to clean up
a river … that is service-learning.”
“I unites communities. Serve. Learn. Change the world”
20. 美國學者西格蒙(Sigmon)曾分析服務與學習的各種
不同關係,將其歸納為四種類型態 :
▪service learning 服務與學習彼此目標沒有關聯
▪service-LEARNING 以學習目標為主,服務成果
不是重點
▪SERVICE-learning 以服務成果為主,學習目標不
是重點
▪SERVICE-LEARNING 服務與學習目標同等重要,
對所有服務與被服務的人都 能加強其完成目標
Sigmon, R. (1996).The problem of definition in service-learning. In R. Sigmon (ed.), Journey to service learning: Experiences from independent liberal
arts colleges and universities.Washington, DC: Council of Independent Colleges.
21. ▪ Furco, A. (1996). Service-learning: A balanced
approach to experiential education.In Corporation
for National Service (Ed.), Expanding Boundaries:
Serving and Learning (pp. 2-6). Columbia,
MD: Cooperative Education Association.
67. 有力的議題
(POWERFUL
ISSUE)
▪is a set of motivational and relevant
questions that could engage students in
the learning process
▪connects students and teachers to larger
communities
▪provides the momentum and tension for
the “curriculum participants” to work
together
▪facilitate students to find answers from
the service users (stakeholders) in the
community
▪motivate students to apply their learning
to develop community services which
are relevant to the service users.
(Chan, 2009)
68. 如何連繫服
務與學習
▪Begin with a Powerful Issue
▪Promote discussion of service
events, activities and
experiences
▪Include Guide Reflection
▪Base assessment on student’s
demonstrated learning and
application of knowledge to
settings and issues
101. ▪ 進展性評鑑:促進學習的評估
▪ 表現評鑑(Performance Assessment),即是以學員
學習成就來作評估。
▪ 檔案評鑑(Portfolio Assessment),就是學員的作
品集。每一位學員都擁有一 個屬於自己的資料庫,
有目的地收集自己在研習過程中的作品。
Base assessment on student’s
demonstrated learning and application of
knowledge to settings and issues
105. ▪ Begin with a Powerful Issue
▪ Promote discussion of service
events, activities and
experiences
▪ Include Guided Reflection
▪ Base assessment on student’s
demonstrated learning and
application of knowledge to
settings and issues
不同時
段考察
同學參與
設計
多元考
察
115. ▪ Students must engage, not only in thinking about the past experience,
but in theorizing about it in the sense of considering problematic
questions associated with power, history and agency.
▪ Questioning practices and assumptions that appear to make lives
easier.
▪ Defamiliarization: Students become caught up in a circular interplay
between the familiar and the strange.
▪ Students come to really hear, see, or feel what the other tries to
convey (engrossment) and experience “motivational displacement,”
an affective state in which they feel the desire to help the other in
their need.
174. ▪ Who am I?
▪ What are my values?
▪ What have I learned about myself through this experience?
▪ Do I have more/less understanding or empathy than I did before
volunteering?
▪ In what ways, if any, has your sense of self, your values, your sense
of "community," your willingness to serve others, and your self-
confidence/self-esteem been impacted or altered through this
experience?
▪ Have your motivations for volunteering changed? In what ways?
▪ How has this experience challenged stereotypes or prejudices
you have/had?
▪ Any realizations, insights, or especially strong lessons learned or
half-glimpsed?
▪ Will these experiences change the way you act or think in the
future?
▪ Have you given enough, opened up enough, cared enough?
▪ How have you challenged yourself, your ideals, your philosophies,
your concept of life or of the way you live?
175. ▪ What happened? Describe your experience.
What would you change about this situation
if you were in charge?
▪ What have you learned about this agency,
these people, or the community?
▪ Was there a moment of failure, success,
indecision, doubt, humor, frustration,
happiness, sadness?
▪ Do you feel your actions had any impact?
What more needs to be done?
▪ Does this experience compliment or
contrast with what you're learning in class?
How?
▪ Has learning through experience taught
you more, less, or the same as the class? In
what ways?
176. ▪ From your service experience, are you
able to identify any underlying or
overarching issues which influence the
problem? What could be done to change
the situation? How will this alter your
future behaviors/attitudes/and career?
▪ How is the issue/agency you're serving
impacted by what is going on in the
larger political/social sphere?
▪ What does the future hold? What can be
done?
181. Barbara A. Lewis (2009). The Kid’s Guide to Service Projects Over 500 Service Ideas forYoung People
Who Want to Make a Difference. Free Spirit Pub
Chan, Kwok-bong (2009). Classroom in community: Serving the Elderly People, Learning from Senior
Citizens. A community-based Service Learning for Secondary School students in Hong Kong. New
Horizons in Education, 57, (3), 82-96 . HK: HKTA
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Issues.CA: Praeger Publishers
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Pulse
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and mobilizing a community’s assets. Chicago: ACTA Publications.
McCarthy, Florence (2003). Service Learning Triangle: Key Concepts, Partners, Relationships
Ogden, C., & Claus, J.(1999) An Empowering,Transformative Approach to Service. Service Learning
forYouth Empowerment and Social Change. NY: Peter Lang Publishing Group
Putnam, R. D., Leonardi, R. & Nanetti, R.Y. (1993). Making Democracy Work: Civic Traditions in
Modern Italy. NJ:Princeton University Press.
Ward, K. & Wolf-Wendel, L. (2000). Community-Centered Service Learning: Moving from Doing For to
Doing With. American Behavioral Scientist, 43: 767-780.
Werner,Voce, Openshaw & Simons (2002). Designing service-learning to empower students and
community: Jackson elementary builds a nature study center. Journal of social issues, 58, n3: 557-
579.
182. Apple, M.W. (1990). Ideology and Curriculum London. London: Routledge & Kegan Paul.
Bell D.A. (1993). Communitarianism and its Critics. Clarendon Press, Oxford.
Keeble, R. (1981) Community and Education. Some relationships and some issues, Leicester: National Youth Bureau.
Paulo Freire (1993). Pedagogy of the oppressed .London: Continuum International Publishing Group.
Putnam, R. D., Leonardi, R. & Nanetti, R. Y. (1993). Making Democracy Work: Civic Traditions in Modern Italy. NJ:Princeton
University Press.
Tam H. (1996) ‘Education and the Communitarian Movement’, Pastoral Care in Education. 14 (3) pp. 28-31.
Tam H. (1998) Communitarianism: A New Agenda for Politics and Citizenship. Macmillan Press, London
A. Furco, P. Muller, and M. S. Ammon (1998). The Civic Responsibility Surveys. Service-Learning Research & Development Center,
University of California, Berkeley
Bringle R.G.., Phillips, M.A., and Hudson, M. (2003) The Measure of Service Learning. Research Scales to Assess Student
Experiences. Washington DC:APA
James C. Kielsmeier (2002) “Recasting the Role of Youth in the 21st Century: Active Learning and Civic Engagement” Paper
presented in the National Service-Learning Conference 2002: National Youth Council.
Barr, Barth, and Shermis(1977). Defining the Social Studies. Bulletin 51. National Council for the Social Studies.
Lynn Montrose (2001). “Building Community & World-Ready Youth” Paper Presented in the National Service-Learning
Conference 2001: National Youth Council
Pfeiffer and Jones (1974) Handbook of Structured Experiences
Rahima C. Wade (1997) Community service-learning : a guide to including service in the public school curriculum. Albany : State
University of New York Press.
Robert E. Haskell (2000) Transfer of Learning: Cognition and Instruction
The PRIME II Project (2002) Transfer of Learning--A Guide for Strengthening the Performance of Health Care Workers
The Bank of I.D.E.A.S Website. http://www.bankofideas.com.au
Marguerite Foxon (1994) “Using action planning to facilitate the transfer of training”. Australian Journal of Educational
Technology, A process approach to the transfer of training ,Part 2.
Roger Greenaway. Active Reviewing Website http://www.reviewing.co.uk
參考資料 (英文部份)