2004
Volume 43, Issue 1
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Samenvatting

De unieke en – in de Belgische en Nederlandse context – nieuwe pedagogie van service-learning kenmerkt zich door de integratie van drie elementen binnen de contouren van één academisch vak: maatschappelijke dienstverlening, kritische reflectie en leren op academisch, persoonlijk en maatschappelijk vlak. Door met beide voeten in de samenleving te staan en hierover te reflecteren, leren studenten niet alleen over academische inhouden, maar ook over zichzelf en over de samenleving. Het pedagogisch concept achter service-learning is reeds uitvoerig beschreven in de internationale onderzoeksliteratuur. De vraag stelt zich hoe dit internationaal uitgewerkt pedagogisch kader toegepast wordt in de lokale context. Dit verkennend onderzoek geeft inzicht in hoe studenten in de lokale context service-learning ervaren en hoe zij betekenis geven aan de kernelementen van de pedagogie: maatschappelijke dienstverlening, reflectie en leren. Hiervoor werden semigestructureerde diepte-interviews afgenomen bij acht studenten die een service-learning vak volgden aan de KU Leuven. Uit dit onderzoek bleek dat de ervaringen van studenten niet steeds aansluiten bij de kernelementen zoals ze beschreven worden in het pedagogisch kader. Deze inzichten dragen bij tot de verdere verkenning van de pedagogie, en tot het in kaart brengen van de uitdagingen en randvoorwaarden bij de implementatie ervan.1

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