La Casa de Shere Rom and La Clase Mágica Seville as hubs for identity change in university undergraduate students
2.2 Identity and professional learning in new and diverse ecologies
Paper in a Symposium (Symp)
4:50 PM, mercredi 30 août 2017 (30 minutes)
Convention Center - 205 B
In our paper, we will present a research project jointly run by Universidad Autónoma de Barcelona (UAB) and Universidad Pablo de Olavide of Seville (UPO). This research analyzes the identity processes undergone by university undergraduate students participating in the community-based projects La Casa de Shere Rom (UAB) and La Clase Mágica (LCM) Sevilla (UPO), both of them following the 5D and LCM teaching-research-intervention scheme. These projects were born out of a shared concern about social and school exclusion related to gypsy minority children in different undeserved areas of Barcelona and Seville. Up to the moment, 5D-LCM scholars have concentrated their attention mainly on the children participant’s academic achievements as well as on how this contributes to social change and justice in relation to minority groups. Nevertheless, other agents as researchers´ or university students´ social and intellectual development have gone unnoticed in research production. Our aim is to understand how these students´ participation (Wenger, 1998) in the new hybrid activity settings that the projects are for them affect them as persons. For that, we draw from two academic traditions. On one side, to understand the macro social processes involved in the phenomena observed, a Service Learning approach provides us with a framework where the university is considered as a social agent in charge of, not only transforming reality but also educating active citizens. Secondly, we use Historic-Cultural Psychology to account for the learning processes that the students experience, not only in relation to acquiring theoretical and practical skills but also changing their position in the world, even modifying their own identities. For that, we inspire our work in the ideas of real learning (Simons, 2000, Van Oers, 2007, Meijers & Wardekker, 2003) and the Vygotskian (Daniels, 2008) concept of perezhivanie. We will present empirical quantitative and qualitative data obtained in both sites, trying to describe these developmental processes broadly.
Universitat Autònoma de Barcelona
Universidad Pablo de Olavide (UPO)