Abstract

In this article we present a framework for interdisciplinary service learning as border pedagogy grounded on Dewey’s educational philosophy and critical social theory. The project Stoa Malakopi allowed design and social science students from two universities in the US and Greece to collaborate in a necessity-driven field of inquiry through engagement with local knowledge. Evaluation showed that students embraced polyphony, reflexivity and situational problem solving as conditions for meaningful university-community partnerships.

中文翻译：

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跨学科服务学习作为大学社区参与的关键知识交易空间

摘要

在本文中，我们提出了一个基于杜威教育哲学和批判社会理论的跨学科服务学习框架作为边界教学法。Stoa Malakopi 项目允许来自美国和希腊两所大学的设计和社会科学专业的学生通过与当地知识的接触，在必要性驱动的探究领域进行合作。评估表明，学生接受复调、反思和情境问题解决作为有意义的大学-社区伙伴关系的条件。