Dangers of generic pedagogical panaceas: implementing sevice-learning differently in diverse disciplines

Hlengwa, Amanda I; McKenna, Sioux

Title: Dangers of generic pedagogical panaceas: implementing sevice-learning differently in diverse disciplines
Creator: Hlengwa, Amanda I, McKenna, Sioux
Date: 2017
Type: article
Type: text
Identifier: http://hdl.handle.net/10962/61051
Identifier: vital:27933
Identifier: http://joe.ukzn.ac.za/Libraries/No_67_2017/Dangers_of_generic_pedagogical_panaceas_Implementing_service-learning_differently_in_diverse_disciplines.sflb.ashx
Description: Descriptions of service-learning in the literature tend to position it as a powerful pedagogic tool as well as an exemplar of ‘best practice’ applicable across all disciplines and institutional contexts. Furthermore service-learning is couched as a moral imperative. In the South African context, this moral imperative is translated into policy pronouncements driving institutions of higher education to demonstrate responsiveness to the transformation needs of broader society. In this article, two departments, Philosophy and Environmental Science, at one university are used as case studies to interrogate what enables the uptake of service-learning as a pedagogic tool. Drawing on the work of Fairclough, this paper identifies the dominant discourses at play and considers how they constrain or enable the uptake of service-learning. We advocate for the infusion of service-learning in curricula, but argue that institutional culture, disciplinary values and the structure of knowledge impact on its uptake and should not be dismissed in the implementation process.
Format: 20 pages, pdf
Language: English
Relation: Journal of Education, Hlengwa, A. and McKenna, S., 2017. Dangers of generic pedagogical panaceas: implementing sevice-learning differently in diverse disciplines. Journal of Education, (67), pp.129-148, Journal of Education 67 vol. 129 148 2017 2520-9868
Rights: University of KwaZulu-Natal
Rights: Use of this resource is governed by the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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Hlengwa, Amanda (Dr)

McKenna, Sioux (Prof)

RU Department of Education

RU Centre for Higher Education Research, Teaching and Learning (CHERTL)

SDG 04. Quality Education

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