Deployment of service-learning as a pedagogy for social transformation

Abstract

Teaching is not only a traditional role of universities, but it remains one of the most critical missions of them. The pedagogy used in teaching determines if learning will be transformational or just transactional. Transactional learning has continually increased university graduates who become a problem to the community instead of being a source of solutions to the community problems. This study introduces service-learning as a transformational learning pedagogy that empowers students to identify problems in their community and enables them to work with the community as co-creators to solve the myriad challenges that the communities battle with daily. The study provides empirical evidence of how the service-learning model is used as an education pedagogy in the informal settlements of Nairobi to train slum dwellers in civic education and development. The study adopted a qualitative approach. The study's findings demonstrate that service-learning enables students to acquire knowledge and skills to deploy in their communities. It provides evidence on how service-learning can be modelled for transformative education. The study results reveal how service-learning as a teaching pedagogy can contribute to students' personal transformation and the social transformation of the community.