Community-Based Research and Student Learning.
In: Transformative Dialogues: Teaching & Learning Journal, Jg. 9 (2016-11-01), Heft 2, S. 1-8
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Zugriff:
This paper is a collaborative student-faculty reflection on community-based learning (CBL) in undergraduate History courses at Huron University College. Through CBL, we have the opportunity to connect the rigours of the classroom and independent study with engaged forms of active learning and research. CBL as a pedagogy enables students to overcome the real and imagined boundaries that conventionally appear to divide the academy from the community. Learning in and through CBL involves critical reflection and critical thinking that generates and deepens learning, and the intellectual growth achieved by this process can be assessed with the same rigour as traditional learning through texts and lectures. CBL is also a powerful research methodology, in which students are expected to be co-producers of knowledge. We use the examples of two CBL projects: one on the history of anti-slavery movements in 19th-century London, Ontario, and one which transcribed archived letters from local London museum Eldon House. These projects demonstrate how CBL projects are transformative; they offer students a chance to connect the academic commitment to social history and postcolonial pedagogies to the public history presented in local heritage sites, and they further a more democratic historiography. [ABSTRACT FROM AUTHOR]
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Community-Based Research and Student Learning.
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Autor/in / Beteiligte Person: | Hertner, Megan ; Reid-Maroney, Nina ; Bell, Amy |
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Zeitschrift: | Transformative Dialogues: Teaching & Learning Journal, Jg. 9 (2016-11-01), Heft 2, S. 1-8 |
Veröffentlichung: | 2016 |
Medientyp: | academicJournal |
ISSN: | 1918-0853 (print) |
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