Service-learning and Jesuit pedagogy have each been the subject of numerous studies and journal articles, particularly throughout the last 40 years. The purpose of this study was to connect these two bodies of research and identify fundamental characteristics that must be present in order for service-learning to conform to Jesuit pedagogy. This study includes an analysis of the core documents of Jesuit education, an examination of research pertaining to service-learning, and a review of literature related to identity development, reflection, social justice, and cultural immersion. The result is a framework of five characteristics (social justice, solidarity, service, reflection, and academic rigor) essential for service-learning to meet the demands of Jesuit pedagogy.
","abstract_html":"<p>Service-learning and Jesuit pedagogy have each been the subject of numerous studies and journal articles, particularly throughout the last 40 years. The purpose of this study was to connect these two bodies of research and identify fundamental characteristics that must be present in order for service-learning to conform to Jesuit pedagogy. This study includes an analysis of the core documents of Jesuit education, an examination of research pertaining to service-learning, and a review of literature related to identity development, reflection, social justice, and cultural immersion. The result is a framework of five characteristics (social justice, solidarity, service, reflection, and academic rigor) essential for service-learning to meet the demands of Jesuit pedagogy.</p>","abstract_has_math":false,"creators":["Hooker, Nichol Elizabeth"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"School of Education","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-01-01T08:00:00Z","date_published":"2011-01-01T08:00:00Z","updated_at":"2026-07-24T02:55:23Z","subjects":["Ignatian Pedagogy","Immersion","Jesuit","Secondary Education","Service-Learning","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/287","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Hooker, Nichol Elizabeth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["1970-01-01T11:15:44Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Ignatian Pedagogy","Immersion","Jesuit","Secondary Education","Service-Learning","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/287"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Service-learning and Jesuit pedagogy have each been the subject of numerous studies and journal articles, particularly throughout the last 40 years. The purpose of this study was to connect these two bodies of research and identify fundamental characteristics that must be present in order for service-learning to conform to Jesuit pedagogy. This study includes an analysis of the core documents of Jesuit education, an examination of research pertaining to service-learning, and a review of literature related to identity development, reflection, social justice, and cultural immersion. The result is a framework of five characteristics (social justice, solidarity, service, reflection, and academic rigor) essential for service-learning to meet the demands of Jesuit pedagogy.
"]},{"key":"dc:title","label":"Title","values":["Service-Learning and Jesuit Pedagogy: A Critical Analysis"]}]}],"canonical_facts":{"dc:creator":["Hooker, Nichol Elizabeth"],"dc:date.available":["1970-01-01T11:15:44Z"],"dc:description.abstract":["Service-learning and Jesuit pedagogy have each been the subject of numerous studies and journal articles, particularly throughout the last 40 years. The purpose of this study was to connect these two bodies of research and identify fundamental characteristics that must be present in order for service-learning to conform to Jesuit pedagogy. This study includes an analysis of the core documents of Jesuit education, an examination of research pertaining to service-learning, and a review of literature related to identity development, reflection, social justice, and cultural immersion. The result is a framework of five characteristics (social justice, solidarity, service, reflection, and academic rigor) essential for service-learning to meet the demands of Jesuit pedagogy.
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