Mutual transformation through Arts-based Service Learning with First Nations communities: An Australian Case Study
This paper reports from a national arts-based service-learning project in Australia. Working with pre-service teachers, the paper employs the theoretical framework of sentipensante (sensing/thinking), which has been successfully used in disciplines such as policy, leadership and communication. Parti...
| Main Authors: | , , |
|---|---|
| Format: | Article in Journal/Newspaper |
| Language: | unknown |
| Published: |
Indiana State University
2014
|
| Subjects: | |
| Online Access: | https://hdl.handle.net/20.500.11937/34718 |
| Summary: | This paper reports from a national arts-based service-learning project in Australia. Working with pre-service teachers, the paper employs the theoretical framework of sentipensante (sensing/thinking), which has been successfully used in disciplines such as policy, leadership and communication. Participant stories reveal a network of relations that create understanding of shared existence, and these learning experiences emerge as variously threshold, transformative, and/or troublesome. Findings lend support to the value of flexible, critical service learning approaches, particularly in diverse cultural contexts. |
|---|