Potential Abstract:
Open pedagogies have gained attention in education for their emphasis on collaboration, transparency, and student empowerment. Service learning, as a pedagogical approach, offers a unique opportunity to integrate real-world experiences and community engagement into the educational process. This research explores the intersection of open pedagogies and service learning through the lens of rhetorical causal models in education. By employing rhetorical strategies within causal models, educators can create dynamic learning environments that foster critical thinking and social responsibility among students. This study aims to investigate how the integration of open pedagogies and service learning can enhance students’ engagement, motivation, and learning outcomes.
Drawing on a mixed-methods approach, data will be collected through observations, interviews, and student artifacts in a variety of educational settings. Analysis will focus on identifying patterns and themes related to the implementation and impact of open pedagogies within service learning experiences. By examining the ways in which rhetorical causal models are utilized in these contexts, this research seeks to provide insights into effective instructional strategies that promote active learning and community involvement.
Ultimately, this study contributes to the ongoing conversation in education research about innovative pedagogical practices that address the diverse needs of learners in the 21st century. By exploring the potential synergies between open pedagogies, service learning, and rhetorical causal models, this research offers practical implications for educators seeking to create inclusive and engaging learning environments that prepare students for an increasingly complex and interconnected world.
Potential References:
- Knowledge, foundations, and discourse: Philosophical support for service-learning
- Writing Partnerships: Service-Learning in Composition.
- The limits of service-learning in higher education
- An exploration of conditions enabling and constraining the infusion of service-learning into the curriculum at a South African research led university
- Composing New Imaginaries within English Composition: Entering Borderlands within Critical Service-Learning Spaces
