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• W133602972 abstract "nnn Over the past two decades research in Service-Learning has seen significant growth. We know in particular that Service-Learning can make a marked contribution to social and personal development, civic identity, interpersonal skills, efficacy, social responsibility (Eyler, 2000), and helps develop intercultural competence, language skills, tolerance for ambiguity, and experiential understanding of complex global problems (Kiely, 2004). Research suggests that there is a deeply transformative experience for participants in Service-Learning (Eyler, 2000; Eyler a Giles, 1999; Kiely, 2005; D. R. Peacock, 2009). The processes by which these changes happen, however, is still a relatively unexplored area of Service-Learning research. Based on Jack Mezirowrs work on transformational theory and perspective transformation (Mezirow, 1981, 1996, 2000; Mezirow a Marsick, 1978), and inspired by Richard Kielyrs work on transformational learning in Service-Learning (Kiely, 2002, 2004, 2005), this qualitative research sought to investigate the experience of perspective transformation for students participating in an undergraduate curricular Service-Learning program in Australia. nnn This study is guided by two primary lines of inquiry: 1) around which perspectives did participants report having experiences of transformation and 2) in what ways did those perspective transformations come about? Capturing and representing participantsr own understanding and expression of their experiences was of particular interest in this study. This research employed a Case Study research design (Stake, 2005) in order to accurately represent participantsr experiences. From a cohort of 40 undergraduate students in a large metropolitan university in Queensland Australia, four case studies were constructed using pre-and post-service surveys, group discussion observations, reflection journals/papers and semi-structured interviews. Grounded Theory (Charmaz, 2006; Corbin a Strauss, 2008) was used as a data analysis tool in order to generate findings rooted authentically in the participantsr reports. The four cases were coded and analyzed over a number of iterative phases that drew on line by line and focused coding (Charmaz, 2006), axial coding (Corbin a Strauss, 2008), and theoretical coding (Charmaz, 2006; Glaser, 1978). nnn Data analysis resulted in the presentation of two data sets, one related to each line of inquiry. Four categories of learning experiences were generated from participant reports detailing the perspectives around which they experienced shifts and transformations. These categories included: Curricular, Super-Curricular, Allied and Identity Learning Experiences. Based on participantsr descriptions of the ways in which these transformations came about, three features of perspective transformation were generated. These features included: Catalyst Encounters of Difference and Dissonance, Stimulated Examinations of Dilemmas and Ambiguities, and Engaged Processes of Integration and Resolution. Two frameworks for understanding and representing participantsr experiences of perspective transformation in Service-Learning are presented based on the results. The first is a framework for Four Kinds of Transformative Learning Experiences in Service-Learning. The second is a framework for Experiencing Perspective Shifting through Service-Learning. This research will contribute to a more participant-centred understanding of the learning and perspective transformation processes involved in Service-Learning. nnn This understanding can improve the design of Service-Learning programs by promoting a holistic approach that better anticipates and scaffolds participantsr Service-Learning experiences." @default.
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• W133602972 date "2012-03-26" @default.
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• W133602972 title "Perspective transformation in service-learning: A grounded conceptualization of student experiences" @default.
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