What can Teacher Education Programs Learn from Community Organizations? Honouring the Perspectives of Community in a Critical Service-Learning Partnership

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atmire.migration.oldid5647
dc.contributor.advisorLund, Darren
dc.contributor.authorLee, Lianne
dc.contributor.committeememberLowan-Trudeau, Gregory
dc.contributor.committeememberArthur, Nancy
dc.date.accessioned2017-05-30T17:44:00Z
dc.date.available2017-05-30T17:44:00Z
dc.date.issued2017
dc.date.submitted2017en
dc.description.abstractThis critical ethnographic case study examined the perspectives of community organization staff that were involved in a community-driven service-learning partnership entitled, the Service-Learning Program for Pre-service Teachers (SLPPST). The study aimed to understand the perceived impact of the SLPPST for community organization partners (and the communities they serve) to honour and learn from a perspective that is often overlooked in service-learning literature, as well as to support teacher education programs in implementing effective, collaborative, and reciprocal service-learning programs. Drawing from critical pedagogy and implementation science, this study revealed that community-led service-learning partnerships, when designed, implemented, and evaluated through an anti-oppressive lens, can contribute to the long-term goals of community organizations. An analysis of in-depth interviews with community organization staff, researchers’ observations during site visits, and minutes from SLPPST meetings led to the development of a critical service-learning model – the WECARE model – that can help to strengthen teacher education programs’ ability to facilitate more equitable outcomes among partners of critical service-learning programs.en_US
dc.identifier.citationLee, L. (2017). What can Teacher Education Programs Learn from Community Organizations? Honouring the Perspectives of Community in a Critical Service-Learning Partnership (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28687en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/28687
dc.identifier.urihttp://hdl.handle.net/11023/3848
dc.language.isoeng
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.placeCalgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subjectEducation--Curriculum and Instruction
dc.subjectEducation--Higher
dc.subjectEducation--Teacher Training
dc.subject.otherservice-learning
dc.subject.othercritical service-learning
dc.subject.otherTeacher education
dc.subject.othercommunity-engaged learning
dc.subject.otherinter-sectoral collaboration
dc.subject.otherimplementation science
dc.titleWhat can Teacher Education Programs Learn from Community Organizations? Honouring the Perspectives of Community in a Critical Service-Learning Partnership
dc.typemaster thesis
thesis.degree.disciplineEducational Research
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Arts (MA)
ucalgary.item.requestcopytrue
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