TY - JOUR
T1 - Navigating the Paradoxes of Neoliberalism
T2 - Quiet Subversion in Mentored Service-Learning for the Pre-Health Humanities
AU - Fletcher, Erica Hua
AU - Piemonte, Nicole M.
N1 - Publisher Copyright:
© 2017, Springer Science+Business Media, LLC.
PY - 2017/12/1
Y1 - 2017/12/1
N2 - In describing the foundations of our pedagogical approaches to service-learning, we seek to go beyond the navel-gazing—at times, paralyzing—paradoxes of neoliberal forces, which can do “good” for students and their communities, yet which also call students into further calculative frameworks for understanding the “value” of pre-health humanities education and social engagement. We discuss methods to create quiet forms of subversion that call for a moral imagination in extending an ethics of care to students as well as to the communities with which they engage. While we recognize the partiality and limitations of our attempts, framing mentored service-learning in unexpected ways can help students and practitioners to understand their role within broader social, historical, cultural, and emotional contexts and encourage them to act intentionally toward the communities they seek to serve in response to this new self-knowledge. To that end, we outline an academically rigorous service-learning intervention at one of our universities.
AB - In describing the foundations of our pedagogical approaches to service-learning, we seek to go beyond the navel-gazing—at times, paralyzing—paradoxes of neoliberal forces, which can do “good” for students and their communities, yet which also call students into further calculative frameworks for understanding the “value” of pre-health humanities education and social engagement. We discuss methods to create quiet forms of subversion that call for a moral imagination in extending an ethics of care to students as well as to the communities with which they engage. While we recognize the partiality and limitations of our attempts, framing mentored service-learning in unexpected ways can help students and practitioners to understand their role within broader social, historical, cultural, and emotional contexts and encourage them to act intentionally toward the communities they seek to serve in response to this new self-knowledge. To that end, we outline an academically rigorous service-learning intervention at one of our universities.
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U2 - 10.1007/s10912-017-9465-1
DO - 10.1007/s10912-017-9465-1
M3 - Article
C2 - 28664297
AN - SCOPUS:85021763480
VL - 38
SP - 397
EP - 407
JO - The Journal of Bioethics
JF - The Journal of Bioethics
SN - 1041-3545
IS - 4
ER -