Abstract
In this study, the author explores metaphors related to students’ experiences conducting collaborative arts-based ethnographic research in a U.S. nonprofit organization. A metaphor analysis of 25 students’ essays revealed they were most likely to frame their experiences with arts-based service learning as a journey or a sports contest. The author examines the extent to which students’ metaphors legitimize or delegitimize arts-based service learning, as well as the degree of novelty that characterizes these metaphors. She explores the implications of her findings for teaching and promoting arts-based service learning in the academy.
Recommended Citation
Meyer, Marcy
(2023)
"Stepping Up, Keeping on Track, and Pulling Your Own Weight: Collaborative Arts-Based Service-Learning Metaphors,"
Journal of Community Engagement and Higher Education: Vol. 15:
Iss.
2, Article 2.
Available at:
https://scholars.indianastate.edu/jcehe/vol15/iss2/2
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Art Practice Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons