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MARC 21

On (Un)common ground : transforming from dissonance to commitment in a service learning class.
Tag	Description
001	$ 76213
013	$aUPS BIBL CENTR SL-II-224
100	$aNAUDÉ, L.
245	$aOn (Un)common ground :$btransforming from dissonance to commitment in a service learning class.$hParte componente di periodico
300	$app. 84-102
500	$aEstratto da: Journal of College Student Development 2015, 56, 1
520	$aThrough the lenses of transformative and experiential learning theory, this article describes South African psychology students' transformational journey while doing service-learning in a rural community. The reflection reports of five cohort groups (2006 to 2010), capturing students meaning making experiences and interpretations during community engagements, is analysed by means of a hybrid approach of inductive and deductive thematic analysis. Through the boundary crossings facilitated by service-learning, this research unpacks students' iterative transformational learning cycles towards more complex cognitive processes, more sophisticated perspectives of the self and society, deepened emotional realisations, and recommitment to act as, and challenge others to be, socially responsible citizens of South Africa. A contextual adaptation of the existing transformational service-learning process model is provided. Lastly, an argument is made for how service-learning and reflective practice provide ideal opportunities for the teaching of relevant and socially responsive psychology.
653	$aRICERCA.
655	$aAPPRENDIMENTO.
655	$aSTUDENTI.
655	$aSUDAFRICA.
655	$aADATTAMENTO.
655	$aIMPEGNO SOCIALE.
655	$aPSICOLOGIA.
658	$aPsicologico.
658	$aPedagogico.
740	$aJournal of College Student Development 2015, 56, 1
856	$uhttp://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2015-06621-008&lang=it&site=ehost-live