Publications and resources
We remind you that all the material of the 23rd International Service-Learning Conference, as well as the videos of the meetings, are now available for reference. You can see them on our Youtube Channel.
"Desafíos metodológicos para el aprendizaje-servicio en el contexto actual [Methodological challenges to service-learning in the current context]". Videoconference by María Rosa Tapia https://youtu.be/_4wTTZbVJSg (in Spanish)
This videoconference -recently offered for the Catholic University of Córdoba and AUSJAL (Association of Universities Entrusted to the Society of Jesus in Latin America)- introduces methodological suggestions for further development of service-learning projects in higher education in times of pandemic, both online and, as much as possible, in the field. María Rosa Tapia is a Bachelor of Education, Instructional Designer in Educational Technology (San Diego State University), Specialist and Master in Educational Technology (University of Buenos Aires). She is a founding member of CLAYSS and currently the Higher Education Coordinator of the UNISERVITATE programme of Service-Learning in Catholic Higher Education. At the University of Buenos Aires, she is responsible for the Faculty Training on Educational Social Practices at the Academic Affairs Secretariat.
"Practical guide on e-Service-Learning in response to COVID-19". Irene Culcasi (Coord.). EASLHE, 2020. https://protect-za.mimecast.com/s/7THxCg5XMvfPNVGEiNdRbs?domain=eoslhe.eu/
This very recent virtual publication in English was prepared by the European Association of Service-Learning in Higher Education (EASLHE), with the collaboration of the Service-Learning Department of the National University of Distance Education (UNED) in Spain and PALEC (Latin American Compact for Human-Quality Education). The work briefly introduces service-learning as a pedagogical proposal and offers pieces of practical advice to develop online service-learning projects, and to transform voluntary work into service-learning projects. Led by the Italian colleague, Irene Culcasi, with the contribution of an important group of specialists from several European countries, this short and practical guide is very convenient for those who want to overcome the challenges that the pandemic poses by way of online service-learning projects.
"Educarse es de valientes. Aprendizaje-servicio con adolescentes en riesgo de exclusión social [Educating is for the brave. Service-Learning with adolescents at risk of social exclusion]" Xus Martín i Garcia (Coord.). Octaedro, 2018.
https://octaedro.com/libro/educarse-es-de-valientes/ (in Spanish)
The first edition of this book, in Catalan, received the Marta Mata Award for Pedagogy in 2017. It has been available in Spanish since 2018 and is a very welcome contribution to the study of service-learning as a pedagogy for inclusion in education and society. It offers a remarkable ethnographic study regarding adolescents who participate in service-learning projects developed by schools intended for students "at risk of social exclusion".
The authors of this work are part of the group Pedagogía del don y jóvenes en riesgo de exclusión [Pedagogy of the gift and young people at risk of exclusion], coordinated by Xus Martín, professor of the Faculty of Education of the University of Barcelona and member of the GREM (Research Group on Moral Education), which has devoted its research activity to education in values, service-learning and vulnerable adolescents. The objective of the group, founded in 2015, is to promote service-learning experiences in socio-educational entities that work with boys and girls who are victims of school failure and to assess the educational impact of this methodology on young people. For those who work in the service-learning field, the book is both solid and poignant evidence of the impact this pedagogy can have on the life projects and school trajectories of adolescents and young people that traditional education regards as "recipients" or "beneficiaries" of adult action, but service-learning regards them as protagonists of civil and community initiatives that improve their environment while beginning to see themselves and their possibilities of being educated under a new light.
As Josep Puig states in the prologue, in this work, the service-learning experience is also a pedagogy of gift and hope.