Julie Blackett While service learning provides invaluable experience in a real life situation, the actual effectiveness in preparing

teachers to work with people from diverse backgrounds is somewhat debatable and depends upon a number of conditions. The following response will define exactly what is meant by diversity and service learning for the purposes of this paper. It will examine how service learning provides benefits for teachers, in general, as well as in relation to diversity using Paines (1989) conceptual framework. This paper will furthermore look at how Paines framework is defined and using a specific case, show how different conditions have a huge impact upon the benefits gained from service learning. It will also explore the skills and knowledge that pre-service teachers develop and how they can be used, with a focus on improving the educational outcomes of diverse students. In addition, this paper will examine the problems with service learning and its outcomes, again with a focus on Paines framework. Service learning can be defined in different ways. For the purposes of this paper, it is defined as pedagogy, a philosophy and a form of inquiry that integrates classroom instruction with community service activities (Carrington, 2011, p. 2) or a teaching method which combines community service and academic instruction as it focuses on critical, reflective thinking and civic responsibility (Chambers & Lavery, 2012, p. 3). As there are many different definitions of service learning, there are also a number of definitions for diversity. Bell et al (2007) defines diversity as the social differences such as race; class; gender; ability or disability; sexual orientation; language; ethnicity; and cultural group that too frequently become the basis for inequality. There are a number of benefits to be gained from service learning. It is much easier to explore possible benefits for pre-service teachers than specific ones. This is due in part to the complex nature of service learning. Service learning has a dual focus on the service being provided and the learning that occurs (Butcher et al., 2003, p. 6). Thus many of the benefits also overlap with specific skills and knowledge that are gained through the completion of service learning. Some other aspects that can be developed include leadership, empathy, collaboration, and community (Chambers & Lavery, 2012, p. 2). Service learning, particularly in a diverse environment, one which is not similar to the pre-service teachers previous experiences, can provide opportunities to develop an understanding of the world that they did not previously have. This may include an expanded understanding of events and issues that did not previously seem relevant (Bamber & Hankin, 2011, p. 8), development of abilities to question their own assumptions, social inequities, and existing curriculum (Baldwin et al., 2007, p. 5), and an enhanced understanding of others experiences and needs (Chambers & Lavery, 2012, p. 9). Service learning may act to challenge stereotypes and personal values as well as expose participants to surprising information that contradicts their previously accepted assumptions (Bamber & Hankin, 2011, p. 7). It can build the understanding that teaching in general, and service learning in particular, can be a reciprocity of both teaching and learning, if approached in the right manner. Paines conceptual framework provides an insight into the specific benefits students can gain from service, particularly in relation to diversity. As Paines framework allows us to examine diversity from a broad perspective, rather than a single dimension, it reflects the complex nature of diversity and our understanding of it (Bell et al., 2007, p. 3). The framework sorts understanding of diversity into four categories: individual; categorical; contextual; and pedagogical. An individual difference viewpoint, draws on psychological and biological explanations of diversity and means that people differ from one another in idiosyncratic ways. This orientation directs teachers to seek the sources of pupils problems and the solution to those problems, in the individual concerned. (Paine, as cited
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in Bell et al., 2007, p. 3) A categorical view means people differ by categorical affiliation. In this view, there is little attempt to understand why those categories have meaning. Nor is there an attempt to understand why a given category may be linked with other salient features.(Bell et al., 2007, p. 3) The third view focuses on contextual differences. These differences are given meaning through the context and takes into consideration the causes of differences. (Bell et al., 2007, p. 3) The last view is pedagogical, in which differences among individuals and groups are seen as having consequences for teaching and learning. Thus the focus moves beyond causes of differences to the implications of those differences. (Bell et al., 2007, p. 3) While the desired result for pre-service teachers to achieve is a pedagogical view, this is the most difficult one to achieve, especially in a limited time frame. It is incredibly challenging to determine specific skills and knowledge that is achieved through service learning for a number of reasons. One is that these skills are dependent upon the individuals involved and their prior knowledge and understanding. Another is the vastly different experiences that encompass service learning. Thus no two experiences are alike, nor will two people develop the same skills and knowledge if completing the same service learning experience. However, the author has attempted to provide some skills and knowledge that can be achieved in many circumstances through service learning. These include: lesson plans and/or ideas that relate to issues surrounding diversity and childrens understanding of it; different models of strategies to develop childrens ideas, such as the K-W-AP-L strategy; the use of oral histories; the value of student contributions to projects as authors and illustrators; the use of interviews with community members to further knowledge and understanding in a real world context; the value of standard research tools like internet and libraries; the value and ability to collaborate and design lessons according to the interests and skills of students; the ability to build a curriculum around social issues that are relevant to students; the understanding that patience is needed and can help alleviate or prevent problems; the ability to negotiate appropriate behaviours and tasks; improve communication abilities; enhanced self-esteem; ability to plan and organise themselves in environments not as stable as they are accustomed to; critical thinking; problem solving skills; ability to work cooperatively; increased tolerance; and leadership skills. (Lee & Espino, 2010 p. 3; Butcher et al., 2003 p. 10; Baldwin et al., 2007, p. 5) Perhaps the most important skill needed and developed through service learning is the ability to reflect upon ones actions and ideas, as without reflection, change is not possible. The skills and knowledge gained by pre-service teachers will enable them to further adapt and adjust their lessons and pedagogies to suit as many students as possible. It will also introduce students to the views, ideas and learning styles of others, providing a richer learning environment. In particular in reference to the skills and knowledge that encourage students to be collaborative learners, and makes learning relevant to the students lives, this will improve students interest and increase their understanding of the importance of education and learning. By using a more contextual approach to teaching students of diverse backgrounds, pre-service teachers gain the ability to engage a larger number of students effectively. Although there are many benefits to service learning, there are also a number of issues. One of these is how different service learning programs offer different and perhaps unequal opportunities for pre-service teachers. This can be seen in the case study used by Bell et al. (2007), in which the difference between mentoring and tutoring was shown. These differences were in the people the pre-service teacher interacted with, the locations the interactions took place, and the implicit opportunities to learn. The mentoring program provided pre-service teachers with the opportunity to work inside and outside the school setting, with not just students, but teachers, parents and other community members. It was characterized by implicit opportunities to learn in both traditional
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learning activities, as well as friend activities, which were more informal in nature. Tutoring on the other hand, was only in a school setting, with interaction with students and their classroom teacher, and only provided traditional learning opportunities. Those in the mentoring program were provided with more opportunity to explore students school and life context, as well as step out of the traditional power relationship. Those in the tutoring program had fewer opportunities, and relied upon the pre-service teacher taking the initiative and extra effort to get similar opportunities, as well as maintaining a traditional power relationship. (Bell et al., 2007, p. 6) This difference was clearly seen in the analyses of the pre-service teachers understanding using Paines framework. While most of the pre-service teachers began their service learning with mainly individual differences and some categorical understandings of diversity, those in the mentoring program had a much higher rate of pre-service teachers who shifted to categorical and particularly contextual understandings. Whereas those in the tutoring program had a higher rate in the categorical understanding, with some in the contextual. However, few in either group reached a pedagogical understanding. (Bell et al., 2007, p. 8) This could be contributed to the fact that service learning programs are generally limited in time, and often students only participate in one before completing their studies. This means that students only have a short period of time to develop skills and understandings that, realistically, can take a lifetime. Some other possible problems with service learning is that, while it has the potential to overcome stereotypes, it can also reinforce them. Likewise, instead of encouraging pre-service teachers to continue to expand their horizons, it can leave them with a desire to return to their comfort zone. (Baldwin et al., 2007, p. 10) Pre-service teachers may be able to confirm, rather than challenge what they already know. (Bamber & Hankin, 2011, p. 11) It is also difficult to evaluate how effective service learning has been in changing perspectives. This is because there is no good way of knowing where the starting point is for each student. (Paoletti et al., 2007, p. 8) As there is often a hesitation for students to be open about their perspectives and expectations particularly in relation to controversial issues such as race and class, it is hard to determine how much a student has actually learnt in regards to diversity. (Paoletti et al., 2007, p. 5) Studies by Garmon (2010) show how certain predispositions and experiences will make a student more or less likely to respond to diversity content. (p4) Individuals who are open-minded are more likely to learn more than those who are close-minded and students who do not demonstrate the ability to be open-minded, selfreflective, and with good self-awareness, tend to be unchanged by the course or service learning. (Garmon, 2010, p. 5) This shows that will service learning may be quite effective for some, like all pedagogies, it does not work for all. In conclusion, service learning can be a valuable tool in preparing teachers to work with people of diverse backgrounds, if it is undertaken in the correct manner. This includes the structure of the service learning, the attitudes of the people involved, and the ability of students to critically reflect upon their experiences and adjust to new situations. If approached in such a way, service learning can provide students with invaluable skills and knowledge for understanding and teaching diversity.

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Reference List Baldwin, S.C., Buchanan, A.M., & Rudisill, M.E. (2007). What teacher candidates learned about diversity, social justice, and themselves from service-learning experiences. Journal of Teacher Education, vol. 58, no. 4 315-327. doi: 10.1177/0022487107305259 Bamber, Phil & Hankin, Les (2011) Transformative learning through service-learning: no passport required, Education & Training, Vol. 53 Iss: 2/3, pp.190 - 206 DOI: 10.1108/00400911111115726 Bell, Courtney A., Horn, Brian R., & Roxas, Kevin C. (2007) We know it's service, but what are they learning? Preservice teachers' understandings of diversity, Equity & Excellence in Education, 40:2, 123-133. doi: 10.1080/10665680701218467 Butcher, J., Howard, P., Labone, E., Bailey, M., Groundwater Smith, S., McFadden, M., McMeniman, M., Malone, K., & Martinez, K. (2003) Teacher education, community service learning and student efficacy for community engagement, Asia-Pacific Journal of Teacher Education, 31:2, 109-124, DOI: 10.1080/13598660301612012v37n4.2 Carrington, Suzanne (2011) Service-learning within higher education: Rhizomatic interconnections between university and the real world, Australian Journal of Teacher Education, Vol. 36: Iss. 6, Article 1. DOI: 10.14221/ajte.2011v36n6.3 Chambers, Dianne J. and Lavery, Shane (2012) Service-learning: A valuable component of pre-service teacher education, Australian Journal of Teacher Education, Vol. 37: Iss. 4, Article 7. doi: 10.14221/ajte.2012v37n4.2 Garmon, Arthur, M. (2005) Six key factors for changing preservice teachers' attitudes/Beliefs about diversity, Educational Studies: A Journal of the American Educational Studies Association, 38:3, 275-286 DOI:10.1207/s15326993es3803_7 Lee, J. J., & Espino, M. M. (2010). Diversity and service-learning: Beyond individual gains and toward social change, College Student Affairs Journal, 29(1), 1-16. Retrieved from Education Research Complete database Paoletti, Jo. B., Segal, Eden., Totino, Christina. (2007) Acts of diversity: Assessing the impact of service-learning, New Directions for Teaching & Learning, Issue 111, p47-54. DOI: 10.1002/tl.285

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