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Sustainable Development Through Service Learning: A Pedagogical Framework and Case Example in a Third World Context

机译：通过服务学习实现可持续发展：第三世界背景下的教学框架和案例

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摘要

Because of changes in awareness, student values, and social responsibility, universities have an increasing interest in developing meaningful courses on sustainable community development and social enterprise. I suggest that the nature of these courses and the complexity of the issues are best addressed using a service-learning pedagogical approach. Two faculty members and eight students spent 1 month studying and experiencing poverty, malnutrition, education with dire lack of resources, and other social dilemmas and explored how one brings sustainable change, owned by the indigenous community. This case example of a business elective about sustainable community development in a third world country serves to illustrate the framework for delivering such content. The unique characteristics of sustainable community development are integrated with the strengths of service learning into a framework that may be used by others who might develop similar courses. Drawing on both literatures, the framework provides a powerful opportunity to experience the context in which development happens while learning the content.
机译：由于意识，学生价值观和社会责任的变化，大学对开发有关可持续社区发展和社会企业的有意义的课程越来越感兴趣。我建议使用服务学习教学法来最好地解决这些课程的性质和问题的复杂性。两名教职员工和八名学生花了1个月的时间研究和体验贫困，营养不良，缺乏资源的教育以及其他社会困境，并探索了土著社区所拥有的如何带来可持续变化的方法。这个关于第三世界国家可持续社区发展的商业选择案例案例说明了提供此类内容的框架。社区可持续发展的独特特征与服务学习的优势融为一体，可被其他可能开发类似课程的人使用。利用这两种文献，该框架提供了一个强大的机会，可以在学习内容的同时体验发生发展的环境。

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