Give us the Tools and We'll Finish the Job
Michael Kenny (NUI Maynooth), Aine Kenny (Institute of Art , Design & Technology Dun Laoghaire)
Abstract
This paper will explore the practice issues on how service learning empowers young and adult learners to make the real difference within their lives and their communities; enabling them to be proud, positive citizens.
Active Citizenship Report, 2007 noted that “Active Citizenship is about the underlying values which shape behaviour by individuals as members of the community”. Higher education expressly has a mission in shaping citizens of the community. To be an active citizen of the community is about developing the cognitive and social skills of participating in all aspects of our society. Yet, learners, particularly those doing full-time courses, can become very insulated from life outside the university walls. The university interacts with a particular community through its research and teaching work. It needs to interact with the agents of civil society to partnership to ensure that the learners in higher education have that broad civic engagement that results and then being active positive reflectively critical citizens.
Localise, is a youth and community organisation. Over the past 35 years, in over 30 communities nationwide, the programme has actively engaged young people and young adult leaders in community work and active citizenship in order to affect positive change. Localise challenges people to care, not just for themselves, but also for others. Active involvement from foreign nationals is also a unique way to tackle racism head on, particularly in working class areas, allowing Irish nationals and foreign nationals to work together to improve their area. It allows local people to see the real benefits of a caring multicultural society by demonstrating the positive contribution that new cultures can make within Irish communities.
This paper will present the case study of Localise’s partnership with a higher education institution in Dublin city to enable the students in that institution to participate in civically beneficial work. The institution, through its partnership, offered learning credits to students who engaged with the Localise civic projects.
The paper will identify the synergies and the difficulties in this partnership and highlight how such partnerships might be more mutually beneficial to the stakeholders: the higher education institution, the learner, and local communities.
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