Transformative Education Through International Service-Learning

Realising an Ethical Ecology of Learning
1. Auflage 2016
ISBN: 978-1-138-92360-7
Verlag: Taylor & Francis

Buch, Englisch, 236 Seiten, Format (B × H): 163 mm x 234 mm, Gewicht: 481 g

Reihe: Routledge Research in International and Comparative Education

Transformative learning is a compelling approach to learning that is becoming increasingly popular in a diverse range of educational settings and encounters. This book reconceptualises transformative learning through an investigation of the learning process and outcomes of International Service-Learning (ISL), a pedagogical approach that blends student learning with community engagement overseas and the development of a more just society. Drawing upon key philosophers and theorists, Bamber offers an integrated, multi-dimensional approach, linking transformative learning to the development of the authentic self, and analysing the aesthetic, moral and relational dimensions of ISL in an increasingly globalized world. Chapters explore rich empirical data to provide a timely framework and ethical ecology of transformative learning, detailing the challenges facing the approach, and how it can be embedded at the levels of practice, institutional ethos and partnership.

Transformative Learning through International Service-Learning will appeal to academics, researchers, teachers, instructors and leaders in the fields of service-learning, international education, character education and in adult learning and education. It will also be of interest to practitioners working in international education, development education, volunteering, service-learning and community engagement.

Zielgruppe

Postgraduate and Professional

Autoren/Hrsg.

Bamber, Philip

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Philosophie der Erziehung, Bildungstheorie

Inhaltsverzeichnis

Part 1: Transformative Learning Towards an Integrative Model of Transformative Learning. The Knowing, Being and Doing of Transformation. The Centrality of Authenticity to Transformative Learning Part 2: International Service-Learning Key Concepts and Practices in International Service-Learning. The Student Experience of International Service-Learning Part 3: Transformative Learning as the Process of Becoming Authentic Authenticity as Selfhood: Becoming Oneself [Integrity]. Authenticity as Reciprocity: Becoming Persons-in-Relation [Recognition]. Authenticity as Worldliness: Becoming Other-Wise [Cosmopolitanism] Part 4: An Ethical Ecology of Transformative Learning Towards an Ethical Ecology of Transformative Learning.

Über Autor(innen)

Philip M. Bamber is Associate Professor in the Faculty of Education at Liverpool Hope University, where he is Head of the Department of Education Studies. He was awarded the International Association of University Presidents' 2013 International Education Faculty Achievement Award for leadership in research and teaching in global citizenship. He is co-editor (with L. Bourke and J. Clarkson) of In Safe Hands: Facilitating service learning in schools in the developing world (Stoke-on-Trent: Trentham, 2008) and is currently Associate Director of TEESNet, the UK Teacher Education for Equity and Sustainability Network. His papers on global citizenship and values in education can be found in Education, Citizenship and Social Justice; Journal of Beliefs and Values; Journal of Curriculum Studies and Journal of Transformative Education.