Abstract
This paper reports from a national arts-based service-learning project in Australia. Working with pre-service teachers, the paper employs the theoretical framework of sentipensante (sensing/thinking), which has been successfully used in disciplines such as policy, leadership, and communication. Participant stories reveal a network of relations that create understanding of shared existence, and these learning experiences emerge as variously threshold, transformative, and/or troublesome. Findings lend support to the value of flexible, critical service learning approaches, particularly in diverse cultural contexts.
Recommended Citation
Power, Anne; Bennett, Dawn; and Bartleet, Brydie-Leigh
(2014)
"Mutual Transformation Through Arts-Based Service Learning With Australian Aboriginal Communities: An Australian Case Study,"
Journal of Community Engagement and Higher Education: Vol. 6:
Iss.
1, Article 4.
Available at:
https://scholars.indianastate.edu/jcehe/vol6/iss1/4
Included in
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