This research explores the pedagogical possibilities of semi-structured immersion experiences for service-learning students through an assessment of “Street Retreats” used by one poverty advocacy organization. Qualitative focus groups with 76 participants who participated in a 4-hour Street Retreat. After the semi-structured immersion, students’ awareness of privilege, perceptions of people in poverty, and stereotype projections began to shift toward a state of critical consciousness. The reinforcement of “us v. them” discourses are also explored.
SOURCE: Brandi Lawless. “Street Level Learning: Transforming Understandings of Poverty through Semi-Structured Pedagogies.” Journal of Poverty, 10 May 2019.
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