Mutual transformation through arts-based service learning with First Nations communities: An Australian case study
Author(s)
Power, Anne
Bennett, Dawn
Bartleet, Brydie-Leigh
Griffith University Author(s)
Year published
2014
Metadata
Show full item recordAbstract
At the heart of service learning in tertiary education are partnerships between higher education institutions and communities, as co-generators of knowledge. Art programs are well suited to service-learning projects, engaging what Rendon (2009) calls sentipensante (sensing/thinking) pedagogy, in which critical examinations of worldviews and relational contemplative practices sit alongside each other. This case study highlights the core values of relationship building, as well as reflection and reciprocity in this pedagogical approach (Butin, 2003; Tonkin, 2012).At the heart of service learning in tertiary education are partnerships between higher education institutions and communities, as co-generators of knowledge. Art programs are well suited to service-learning projects, engaging what Rendon (2009) calls sentipensante (sensing/thinking) pedagogy, in which critical examinations of worldviews and relational contemplative practices sit alongside each other. This case study highlights the core values of relationship building, as well as reflection and reciprocity in this pedagogical approach (Butin, 2003; Tonkin, 2012).
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Journal Title
Journal of Community Engagement and Higher Education
Volume
6
Issue
1
Copyright Statement
Self-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the authors for more information.
Subject
Performing Arts and Creative Writing not elsewhere classified