Abstract
Teaching is not only a traditional role of universities, but it remains one of the most critical missions of them. The pedagogy used in teaching determines if learning will be transformational or just transactional. Transactional learning has continually increased university graduates who become a problem to the community instead of being a source of solutions to the community problems. This study introduces service-learning as a transformational learning pedagogy that empowers students to identify problems in their community and enables them to work with the community as co-creators to solve the myriad challenges that the communities battle with daily. The study provides empirical evidence of how the service-learning model is used as an education pedagogy in the informal settlements of Nairobi to train slum dwellers in civic education and development. The study adopted a qualitative approach. The study's findings demonstrate that service-learning enables students to acquire knowledge and skills to deploy in their communities. It provides evidence on how service-learning can be modelled for transformative education. The study results reveal how service-learning as a teaching pedagogy can contribute to students' personal transformation and the social transformation of the community.
Highlights
A pedagogy for the transformation of the local community requires that community members are active participants in initiatives that concern them
We explore the effectiveness of the service-learning pedagogy, its contribution to community actions, and subsequently set in motion a process of social transformation
We present the experience of University Mtaani (UM) - University in the slums-using service-learning as a learning pedagogy
Summary
A pedagogy for the transformation of the local community requires that community members are active participants in initiatives that concern them. Service-learning has advanced the pedagogical approach of knowledge and practice exchange between the community and learners This opportunity provides ground for mutual learning where the learners apply their skills to help the communities while tapping into the knowledge and wisdom of the communities. We use the case of the UM and the engagement of students in the local community in the informal settlements to provide evidence of the transformative power of service learning for both the learners and the communities. This study highlights that the role of academic institutions in transformative learning is to provide a platform for learners and the local community to engage in transformative action. In this engagement, the university's role is a catalyst for unlocking the community's potential. The UM hinges its education concept on three main principles: (1) taking university education closer to the people; (2) using an educational approach that is multidimensional, blending classroom learning and community dialogues; and (3) engaging students in generating knowledge through their interaction with the community
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: RIDAS. Revista Iberoamericana de Aprendizaje-Servicio
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
