Start Date
6-6-2013 11:05 AM
End Date
6-6-2013 12:15 PM
Description
Thirty eight students of my cultural studies research class were participating Service Learning activities as one of the requirements of the course in applying what they had learned in class to the real situation. They were divided into six groups. Each group got involved with a group of approximately 15 to 30 young elementary school children once every week at the designated time in the local marginal neighborhood where they did the SL activities. They helped the children do their schoolwork, teach them English or play games. In order to deepen their understanding about the children’s lives and the culture of the local community, students were expected to present their reflection starting from the initial encounter with the children, during the SL activities, and at the end of the semester. Critical questions were often asked as they got along as well as when they encountered problems. The cultural discrepancy between the students who mostly came from well-to-do families and the local community who were from the marginal and not so well-to-do neighborhood made students get more aware of the different life styles they had, such as their use of harsh words, boys’ and girls’ chores and how some children proudly identify themselves with some antagonistic figures. Furthermore, the students wondered as to the reasons behind the children’s curious and unexpected questions towards the students’ religions, schools and families. Those experiences enhanced the students’ critical thinking towards others who are different. However, students also learned from the children the culture of sharing among each other and the respect they paid to the elders, which the students thought that such custom had started to fade away among themselves as they live in a more comfortable, modern and opulent life. Such awareness of others’ custom and cultures, and problems, if not yet on the resolution of problems, should be taken as a way of enhancing students’ personal development and growth, as well as a way in building a more peaceful society as they endeavor to understand their differences instead of condemning others.
Recommended Citation
Kuntjara, E. (2013, June). Students’ reflection on their SL experience as a way of fostering critical thinking and peace building initiative. Paper presented at the 4th Asia-Pacific Regional Conference on Service-Learning: Service-Learning as a Bridge from Local to Global: Connected world, Connected future, Hong Kong and Guangzhou, China.
Included in
Students’ reflection on their SL experience as a way of fostering critical thinking and peace building initiative
Thirty eight students of my cultural studies research class were participating Service Learning activities as one of the requirements of the course in applying what they had learned in class to the real situation. They were divided into six groups. Each group got involved with a group of approximately 15 to 30 young elementary school children once every week at the designated time in the local marginal neighborhood where they did the SL activities. They helped the children do their schoolwork, teach them English or play games. In order to deepen their understanding about the children’s lives and the culture of the local community, students were expected to present their reflection starting from the initial encounter with the children, during the SL activities, and at the end of the semester. Critical questions were often asked as they got along as well as when they encountered problems. The cultural discrepancy between the students who mostly came from well-to-do families and the local community who were from the marginal and not so well-to-do neighborhood made students get more aware of the different life styles they had, such as their use of harsh words, boys’ and girls’ chores and how some children proudly identify themselves with some antagonistic figures. Furthermore, the students wondered as to the reasons behind the children’s curious and unexpected questions towards the students’ religions, schools and families. Those experiences enhanced the students’ critical thinking towards others who are different. However, students also learned from the children the culture of sharing among each other and the respect they paid to the elders, which the students thought that such custom had started to fade away among themselves as they live in a more comfortable, modern and opulent life. Such awareness of others’ custom and cultures, and problems, if not yet on the resolution of problems, should be taken as a way of enhancing students’ personal development and growth, as well as a way in building a more peaceful society as they endeavor to understand their differences instead of condemning others.