Abstract
This article details the evolution and results of a service-learning project designed to extend cross-cultural relationships via online social networking between students at a U.S. Bureau of Indian Education boarding school and teacher candidates in a required diversity course. The goals for the partnership included helping Native American students identify personal strengths through mentoring relationships, and encouraging teacher education candidates to develop their intercultural communication skills. We assessed the project using qualitative and quantitative measures: identification of significant themes emerging from teacher candidates’ reflections; comparison of recurring reflection themes to stages of Bennett’s Developmental Model of Intercultural Sensitivity; and statistical analysis of candidate responses on Cushner’s Inventory of Cross-Cultural Sensitivity. The analysis reveals challenges and opportunities for student and candidate learning and stimulates questions that shape future directions for service-learning in an increasingly digitized world.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal for the Scholarship of Teaching and Learning
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.