Titlebook: Critical Perspectives on Service-Learning in Higher Education; Susan J. Deeley Book 2015 Palgrave Macmillan, a division of Macmillan Publi

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,Gesamtfazit, Rückblick, Ausblick,e course annually ever since. The number of students on my course varied at different times: typically one year there would be perhaps three or four students whereas in another year there would be over twenty students. The course was not offered to home students until 2006, when, as the director of

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Vom Being zum Doing: Entscheidungen treffen,ce to the community with academic study. These two aspects of service and study are interrelated: students study an academic course in a field that is connected with their service in the community. Typically, academic credit is awarded for assignments related to the academic study and informed by th

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,Wege agiler Führung – mit Sinn,ogy. In some respects, it would be fair to say that service-learning might be regarded as an umbrella term to denote diverse and multidisciplinary learning activities that are bound together by common characteristics and key component features. These components, within a structured framework, invari

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https://doi.org/10.1007/978-3-662-69131-1retical paradigm for service-learning, however, it is not an exhaustive list of potential influences on, or explanations of, service-learning. Indeed, this chapter ventures further afield to embrace an argument for service-learning as a critical pedagogy. Therefore, it proposes that a theoretical pa

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Acker- und Indoor-Anbau von Kulturpflanzen,g its potential consequences. This chapter delves deeper into this vital aspect of service-learning by focusing on how critical reflection can be ensnared from the ephemeral and abstract world of unseen thought to the material world through the medium of academic writing. This chapter demonstrates h

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Was Führung von der Liebe lernen kann, the structure of the book mirrors that of service-learning because it combines theory and practice: the first part of the text is mainly theoretical and the second part focuses more on practice. Throughout the book I have provided supportive evidence from various bodies of literature. This not onl

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n. It constructs a theoretical paradigm for service-learning which extends to critical pedagogy, and investigates critical reflection and academic reflective writing, supported throughout by empirical evidence.978-1-349-48044-9978-1-137-38325-9