Sleepless in Albuquerque: diversity, learning through service, and pedagogy of exploration
Sleepless in Albuquerque: diversity, learning through service, and pedagogy of exploration
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阿尔伯克基不眠之夜：多样性、通过服务学习和探索教学法
DOI：
10.1080/1554480x.2019.1597720
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Neriko Musha
中科院分区：
文献类型：
--
作者：
Doerr;Neriko Musha
社区服务旅行通常被视为教育，因为学生应该跨越社会经济，种族和其他边界，与不同背景的人接触。然而，学生之间的多样性，他们不同的服务之旅的经验，以及他们从彼此的经验中学习的方式很少被讨论。基于2014年从美国东北部到新墨西哥州的另一次春假旅行中进行的民族志研究，本文探讨了学生对他们不同经历的叙述-特别是关于住在旅馆和徒步旅行-并展示了他们如何从分享他们的经历中了解差异的构建。这篇文章的研究结果挑战了志愿者和他们工作的社区成员之间的唯一区别的先入为主的边界，并表明服务旅行往往是文化偏见，有利于白色中产阶级的经验。这篇文章提出了“探索教学法”，鼓励学生检查自己的多样性的经验，是什么导致了这种多样性。
Community service trips are often viewed as educational because students supposedly cross socio-economic, racial, and other borders to engage with people of various backgrounds. However, diversity among students, their differing experiences of the service trip, and the ways they learn from each other’s experiences are rarely discussed. Based on ethnographic research conducted during an alternative spring break trip from the north-eastern United States to New Mexico in 2014, this article examines student narratives about their diverse experiences – particularly regarding staying at a hostel and going on hikes – and shows how they learned about the construction of differences from sharing their experiences. This article’s findings challenge the preconceived border between volunteers and the community members they work for as the only difference and show that service trips are often culturally biased in favour of white middle-class experiences. The article suggests “pedagogy of exploration” that encourages students to examine their own diverse experiences and what caused that diversity.