Abstract
This article discusses the theoretical and methodological standards used to evaluate the processes of institutionalizing service-learning experiences in Argentine schools. It also presents the major findings of a study conducted in 2014 that focused on primary and secondary schools participating in the Solidarity Schools support program “Creer para Ver” (“Believe to See”). The author organizes the analysis of the institutionalization process according to three dimensions: (1) project trajectory, (2) support of institutional actors, and (3) insertion of service-learning in daily school practices.
Highlights
Martin IerulloThis article was originally published at: https://journals.sfu.ca/iarslce/index.php/journal/article/view/247/179
The institutionalization of service-learning within primary and secondary schools is a complex process that involves the active participation of different actors in the educational community
The institutionalization process occurs when deliberate actions and explicit institutional decisions advance service-learning as an embedded educational practice within the curricula of the school day
Summary
This article was originally published at: https://journals.sfu.ca/iarslce/index.php/journal/article/view/247/179. This article discusses the theoretical and methodological standards used to evaluate the processes of institutionalizing service-learning experiences in Argentine schools It presents the major findings of a study conducted in 2014 that focused on primary and secondary schools participating in the Solidarity Schools support program “Creer para Ver” (“Believe to See”). Between 2008 and 2014, the Center for Latin American Service-Learning and Solidarity (CLAYSS) and Natura Cosmetics Argentina developed the Solidarity Schools Support program “Creer para Ver” (“Seeing is Believing”). This article focuses on the analysis of institutionalization of service-learning experiences, explicating the theoretical and methodological criteria that were used It presents the main findings of a study conducted in 2014 centering on the 4,917 students, 427 teachers, and 93,275 other individuals affiliated with the 35 Argentine schools who participated in the “Creer para Ver” program that year
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