Reconciliation and transformation through mutual learning: Outlining a framework for arts-based service learning with Indigenous communities in Australia
Service learning is described as a socially just educational process that develops two-way learning and social outcomes for community and student participants. Despite the focus on mutuality in service learning, very little of this literature specifically deals with the intense importance of mutuali...
| Main Authors: | , , , , |
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| Format: | Journal Article |
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University of Nebraska-Lincoln
2014
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| Subjects: | |
| Online Access: | http://ijea.org/v15n8/v15n8.pdf http://hdl.handle.net/20.500.11937/13293 |
| Summary: | Service learning is described as a socially just educational process that develops two-way learning and social outcomes for community and student participants. Despite the focus on mutuality in service learning, very little of this literature specifically deals with the intense importance of mutuality and reciprocity when working with Indigenous community partners and participants. This is problematic for Indigenous service learning projects that seek to partner respectfully with Indigenous communities in Australia and elsewhere. To address this issue, the paper draws on existing international literature and data from an Indigenous arts based service learning project conducted in the Northern Territory of Australia to propose a framework centred on relationships, reciprocity, reflexivity and representation that can be adapted for future Indigenous service learning partnerships and research. |
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