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Moving Toward Critical Service Learning as a Signature Pedagogy in Aboriginal Communities: Why Good Intentions are not Enough.

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Author
Poitras Pratt, Yvonne
Danyluk, Patricia
Faculty
Werklund School of Education
Accessioned
2016-05-16T16:17:03Z
Available
2016-05-16T16:17:03Z
Issued
2016-05
Subject
Critical Service Learning
Indigenous Education
Type
unknown
Metadata
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Abstract
This study examines the experiences of student teachers that participated in a service-learning program working in Indigenous communities throughout Alberta. The intent of this study is to share what student teachers experienced as they combined formal theoretical knowledge and course content with community-based praxis. Initial results point to a synergistic relationship between the length of service learning and the depth of critical reflection. Those education students who were able to shift their understanding of the educational gap from a deficit perspective to recognition of their own gaps in knowledge are often those who think, act and perform with integrity.
Refereed
Yes
Sponsorship
Werklund School of Education, Galileo Educational Network
Citation
Poitras Pratt. Y., & Danyluk, P. (2016, May). Moving Toward Critical Service Learning as a Signature Pedagogy in Aboriginal Communities: Why Good Intentions are not Enough. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 102-110). Calgary, Canada: Werklund School of Education, University of Calgary.
Faculty
Werklund School of Education
Institution
University of Calgary
Url
https://werklund.ucalgary.ca/ideas/
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5264
Uri
http://hdl.handle.net/1880/51224
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