Designing Transformative Service-Learning: Mindfulness and Healing-Centered Engagement

Melissa Lynn Lyon, Kathy L. Sikes, Patti H. Clayton, Robert G. Bringle

Source Title: Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change

ISBN13: 9781668442401|ISBN10: 166844240X|ISBN13 Softcover: 9781668442449|EISBN13: 9781668442418

DOI: 10.4018/978-1-6684-4240-1.ch002

MLA

Lyon, Melissa Lynn, et al. "Designing Transformative Service-Learning: Mindfulness and Healing-Centered Engagement." Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change, edited by Billi L. Bromer and Caroline M. Crawford, IGI Global, 2022, pp. 1-21. https://doi.org/10.4018/978-1-6684-4240-1.ch002

APA

Lyon, M. L., Sikes, K. L., Clayton, P. H., & Bringle, R. G. (2022). Designing Transformative Service-Learning: Mindfulness and Healing-Centered Engagement. In B. Bromer & C. Crawford (Eds.), Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change (pp. 1-21). IGI Global. https://doi.org/10.4018/978-1-6684-4240-1.ch002

Chicago

Lyon, Melissa Lynn, et al. "Designing Transformative Service-Learning: Mindfulness and Healing-Centered Engagement." In Handbook of Research on Learner-Centered Approaches to Teaching in an Age of Transformational Change, edited by Billi L. Bromer and Caroline M. Crawford, 1-21. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-4240-1.ch002

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Abstract

Leveraging the pandemic as a “portal” requires individuals and communities to examine the causes and consequences of multiple interlinked sources of trauma, to embrace the opportunity thereby presented to reframe perspectives and practices, and to deepen the empathic and caring nature of their ways of knowing and being. Service-learning, which has great potential in this context but is underutilized in higher education, can generate such transformational learning outcomes. Designing service-learning must be informed by the realities of trauma and oriented toward growth and change if it is to be used as a means for transformation. This chapter draws upon the frameworks of healing-centered engagement (HCE) and mindfulness to inform the design of transformational service-learning. The implications of HCE and mindfulness are explored in four design domains: critical reflection, civic learning, partnerships, and community change.