A series on the role that community-engaged learning can play in vocational exploration and discernment.
Our students come to us and into our educational spaces—our classrooms, laboratories, studios, and offices—with different experiences, identities, interests, and talents. Recognizing this dynamic is central to our ability to harness the power of community-engaged learning (CEL) for vocational exploration. CEL is a pedagogical strategy that pairs meaningful and mutually beneficial work in communities with reflection. In our first post, we asserted that CEL helps students explore vocational paths by exposing them to new voices; it enables them to explore their interests and talents within this context and offers them a pedagogy of hope.
In this post, we explore vocational practices that elevate student learning within CEL and prepare students to build positive relationships with community partners and fellow learners. We focus on moments in which vocational exploration can strengthen CEL by equipping students to understand their own identities, assumptions, and knowledge about a community. When we integrate opportunities for individual self-positioning, good neighbor practices, and contextual preparation into our CEL courses, students are better equipped to explore their callings in community with others.
Continue reading “Self-Positioning as Vocational Exploration in Community-Engaged Learning”