Please use this identifier to cite or link to this item:
http://hdl.handle.net/10397/64549
DC Field | Value | Language |
---|---|---|
dc.contributor | Department of Applied Social Sciences | - |
dc.creator | Ho, APY | - |
dc.date.accessioned | 2017-03-06T08:55:40Z | - |
dc.date.available | 2017-03-06T08:55:40Z | - |
dc.identifier.uri | http://hdl.handle.net/10397/64549 | - |
dc.language.iso | en | en_US |
dc.publisher | ICSL 2016 | en_US |
dc.rights | ©2016 The 2nd International Conference on Service-Learning (ICSL 2016) | en_US |
dc.rights | Posted with permission of the publisher. | en_US |
dc.subject | Empowerment pedagogy | en_US |
dc.subject | Service learning | en_US |
dc.subject | Environmental sustainability | en_US |
dc.title | Can service learning cultivate empowering experiences for students? Insight from empowerment pedagogy | en_US |
dc.type | Conference Paper | en_US |
dc.identifier.spage | 119 | - |
dc.identifier.epage | 123 | - |
dcterms.abstract | The critical pedagogy advocated by Shor (1992) aims at providing empowering educational experience for students which is participatory, democratic, affective, problem-posing, dialogic and inter-disciplinary. The teaching and learning methods of the service learning subject “You can make a difference to our planet” were very much inspired by this critical, student-centered approach. By direct participation in the collection and distribution of consumable food, students experienced first-hand the magnitude of the food waste problem and came face-to-face with low-income elderly, food vendors, and community volunteers whom they seldom met in their daily life. Grounded in their direct community service experience, students were then given the opportunity to choose and to work on a problem which they had identified through brainstorming and contextual reflection. The service learning experience was empowering since students, tutors and the agency worked together as equal partners to co-create solutions towards environmental sustainability. The engagement with community stakeholders and inter-disciplinary teammates have enabled students to learn the art of compromising and democratic decision-making. The tutors played the role of a facilitator who help students draw upon their diverse knowledge and skills on problem-solving, while maximizing their learning through teamwork, reflection, and actualization of their project plans under practical constraints. | - |
dcterms.accessRights | open access | en_US |
dcterms.bibliographicCitation | 2016 Proceedings of the Second International Conference on Service-Learning (ICSL 2016), the Hong Kong Polytechnic University, 1-2 Dec 2016, p. 119-123 | - |
dcterms.issued | 2016 | - |
dc.relation.ispartofbook | 2016 Proceedings of the Second International Conference on Service-Learning (ICSL 2016), the Hong Kong Polytechnic University, 1-2 Dec 2016 | - |
dc.relation.conference | International Conference on Service-Learning [ICSL] | - |
dc.publisher.place | Hong Kong | en_US |
dc.description.oa | Version of Record | en_US |
dc.identifier.FolderNumber | OA_IR/PIRA | en_US |
dc.description.pubStatus | Published | en_US |
Appears in Collections: | Conference Paper |
Files in This Item:
File | Description | Size | Format | |
---|---|---|---|---|
Ho_Cultivate_Empowering_Experiences.pdf | 511.78 kB | Adobe PDF | View/Open |
Page views
118
Last Week
0
0
Last month
Citations as of Apr 14, 2024
Downloads
55
Citations as of Apr 14, 2024
Google ScholarTM
Check
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.