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Pitfalls of Community-Based Learning: How Power Dynamics Limit Adolescents’ Trajectories of Growth and Participation
Teachers College Record, 104 (3): 586 (апреля 2002)M3: Article; Accession Number: 6280860; Hogan, Kathleen; Source Info: Apr2002, Vol. 104 Issue 3, p586; Subject Term: LEARNING; Subject Term: STUDENTS; Subject Term: ACADEMIC achievement; Number of Pages: 39p; Document Type: Article.
Аннотация
It is a popular contention that situating students’ academic learning in community settings provides opportunities for them to develop competencies in authentic disciplinary practices. This article examines that contention using results from an ethnographic study of 14 high school students’ experiences throughout a school year as they became involved in the work of an environmental management organization. Situated learning theory served as a lens through which to view the students’ learning as transformation of participation. Results focus on an underdeveloped aspect of that theory: the dynamics of power differentials between novices and experienced practitioners. These power dynamics ultimately limited students’ experiences and growth. This article presents a case of how community-based learning programs can fall short when held up to the standard of giving students entrée into a community of practice. A suggested avenue of remediation is to facilitate experienced participants’ reflection on and amelioration of the manifestations and consequences of power differentials. ABSTRACT FROM AUTHOR; Copyright of Teachers College Record is the property of Teachers College Record and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
