Understanding the evolution of service learning at European universities : insights from actor-network theory

LTReikšminiai žodžiai: Educational innovations; Evoliution of service learning; Higher education; Lyginamasis aspektas; Savanorystė; Service learning; Tinklinis mokymas; University; Aukštasis mokslas; Comparative aspect; Mokymasis tarnaujant; Mokymo paslaugų raida; Network learning; Universitetas; Volunteering; Švietimo naujovės.

EN[...] This empirical research study that has focused on service learning within European universities highlights the emergence and diffusion of this educational innovation within the 12 universities. Both ANT and innovation diffusion theories are interesting analytical lenses to investigate service learning and the data gathered on national publications, experts and training tools. These theories have the potential to find new ways to look at the pedagogy and to create new knowledge on the process of diffusion. ANT concepts such as the interaction of humans and non-humans, actor-networks, rhizomatic assemblages, translation, black-boxing and obligatory points of passage, can help explain the more complex processes of appearance and the "becoming" of service learning as a new pedagogical approach within Europe, and elsewhere. This research revealed the significant role of material elements and artefacts such as publications on service learning along with the activities of human actors (experts of service learning). The notion of an obligatory point of passage seems to be meaningful in terms of trying to understand the role of projects that become central elements of power in establishment of the innovation. The power relations here deal with universities’ dependence on external institutions as resources of financing and the obligation to fulfil commitments in the projects financed by various sponsors including the EU, US Government, national institutions and so forth.Analysis of service learning cases in the countries where it is already blackboxed, and has become a durable and stable innovation with particial reference to Spain, Ireland, Germany, Croatia and Lithuania illuminated the importance of interconnections between different elements including experts, publications, training tools and projects. It would be impossible to explain this process in a purely deterministic way by distinguishing causes and effects in these chains of relations and ANT has the potential to highlight the complexity of interrelations of elements within actor-networks. The data that was collected in countries where service learning is a new experience with limited resources, namely Austria, Netherlands, Belgium, Portugal, Italy and Finland, indicates that in order to implement this pedagogical strategy it requires ongoing negotiations on the roles and actions of actors. These cases show precarity, insecurity and lack of stability in appearing chains of relations while creating this innovation. Their further development is not guaranteed and it implies future negotiations to sustain these new ties and linkages while establishing service learning in these countries and universities. The future of service learning in Europe can be perceived optimistically if new international and national service learning projects as obligatory points of passage can be initiated, financed and implemented. These initiatives would allow for the bringing together of existing networks of actors (experts, institutions, local community members) and incorporate the important actants (educational resources, scientific publications, institutional regulations, etc.) to form stable and durable European service learning actor-networks. [Extract, p. 105-106]