References
- Asubonteng, S. (2015). The challenges in the preparation of preservice music and dance teachers at Gbewaa College of Education in Pusiga district [Unpublished doctoral dissertation]. Department of Music Education, School of Creative Arts, Submitted to the School of Graduate Studies, University of Education, Winneba.
- Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
- Banks, M. (2017). Creative justice: Cultural industries, work and inequality. Rowman & Littlefield International.
- Barry, S. M. (2017). Methods of reflective practice in a service-learning dance pedagogy course. Journal of Dance Education, 17(3), 124-130.
- Barton, G. M., Baguley, M., & MacDonald, A. (2013). Seeing the bigger picture: Investigating the state of the arts in teacher education programs in Australia. Australian Journal of Teacher Education, 38(7), 75-90.
- Belliveau, G. (2004). Struggle to success: Collective drama on anti-bullying, Canadian Theatre Review, 117(1), 42-44
- Beard, C. (2018). Dewey in the World of Experiential Education. New Directions for Adult and Continuing Education, 158(1), 27-37.
- Bickford, D. M., & Reynolds, N. (2002). Activism and service-learning: Reframing volunteerism as acts of dissent. Pedagogy: Critical Approaches to Teaching, Literature, Language, Composition and Culture, 2(2), 229-254.
- Boggs, G. (2013). Teacher education as partnership - Service learning and the audacity of listening. In V. M. Jagla, J. A. Erickson, & A. S. Tinkler (Eds.), Transforming teacher education through service learning (pp. 31-49). Information Age Publishing, Incorporated.
- Boler, M. (1999). Feeling power: Emotions and education. Routledge.
- Busuttil, D. (2021). Together we dance: A community dance & film project using Zoom to combat social isolation for seniors during COVID-19. The International Journal of Screendance, 12(1), 325-332.
- Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141-178.
- Cahill, A. (1998). The community music handbook: A practical guide to developing music projects and organisations. Currency Press in association with the Music Council of Australia
- Canagarajah, S. (2011). Codemeshing in academic writing: Identifying teachable strategies of translanguaging. The Modern Language Journal, 95(3), 404–417.
- Coemans, S., & Hannes, K. (2017). Researchers under the spell of the arts: Two decades of using arts-based methods in community-based inquiry with vulnerable populations. Educational Research Review, 22, 34-49.
- Collins, A. (2016). Generalist pre-service teacher education, self-efficacy and arts education: An impossible expectation? International Journal of Education & the Arts, 17(26), 1-24.
- Cook, P. J. (2018). Understanding dance through authentic choreographic and a/R/tographic experiences. Arts-based Methods and Organizational Learning, 115-145.
- Cooks, L., Scharrer, E., & Paredes, M. C. (2004). Toward a social approach to learning in community service learning. Michigan Journal of Community Service Learning, 10(2), 44-56.
- Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the cross-fire. Multilingual Matters.
- Daniels, H. (2016). Vygotsky and pedagogy: Routledge.
- Dewey, J. (1938). Education and experience. Simon and Schuster.
- Dewey, J. (1934). Art as experience. Capricorn Press.
- Donahue, D. M., & Mitchell, T. D. (2010). Critical service learning as a tool for identity exploration. Association of American Colleges & Universities. https://www.aacu.org/publications-research/periodicals/critical-service-learning-tool-identity-exploration
- Dunphy, K. (2018). Theorising arts participation as a social change mechanism. In B. Bartleet, & L. Higgins (Eds.). The Oxford handbook of community music (pp.301-21). Oxford Press.
- Eyler, J., & Giles, D. (1999). Where’s the learning in service-learning? Jossey-Bass.
- Fels, L. (2012). Collecting data through performative inquiry: A tug on the sleeve. Youth Theatre Journal, 26(1), 50-60.
- Fels, L., & Belliveau, G. A. (2008). Exploring curriculum: Performative inquiry, role drama, and learning. Pacific Educational Press.
- Forbes, K., Garber, L., Kensinger, L., & Slagter, J. T. (1999). Punishing pedagogy: The failings of forced volunteerism. Women’s Studies Quarterly, 3 & 4, 158-168.
- Forrester, S. H. (2019). Community engagement in music education: Preservice music teachers’ perceptions of an urban service-learning initiative. Journal of Music Teacher Education, 29(1), 26-40. h
- Furco, A. (1996). Service-learning: A balanced approach to experiential education. In B. Taylor, & C. F. N. Service (Eds.), Expanding Boundaries: Serving and Learning (pp. 2-6). Corporation for National Service.
- García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. Mohanty, M. Panda, R. Phillipson, & T. Skutnabb-Kangas (Eds). Multilingual education for social justice: Globalising the local (pp.128-145). New Delhi: Orient Blackswan.
- Gardner-Buckshaw, S., & Giffin, M. (2015). Service learning, drama and social change: An English literature class takes on school violence. In 35th Annual Original Lilly Conference on College Teaching. Miami University, Oxford Ohio.
- Gelmon, S. B., Holland, B. A., & Spring, A. (2018). Assessing service-learning and civic engagement: Principles and techniques. Campus Compact.
- Greene, M. (1995). Releasing the imagination: Essays on education, the arts and social change. Jossey-Bass
- Hart, L. & Carter, M.R. (2015). Wade in the water: Exploring social performance through collaborative, community-based, participatory practices with pre-service teachers in Carter, M. R., Prendegast, M. & Belliveau, G. (Eds). Drama, theatre and performance education in Canada: Classroom and community contexts. Canadian Association for Teacher Education.
- Hunter, A. D., Heise, D., & Johns, B. H. (2018). Art for children experiencing psychological trauma: A guide for art educators and school-based professionals. Routledge.
- Giffin, M. (2017). Service learning, frama, and social change: A university literature class takes on bullying in middle school. Journal of Education & Social Policy, 4(2), 40-44.
- Gilchrist, P., Holmes, C., Lee, A., Moore, N., & Ravenscroft, N. (2015). Co-designing non-hierarchical community arts research: The collaborative stories spiral. Qualitative Research Journal, 15(4), 459-471.
- Haber-Curran, P., & Tillapaugh, D. W. (2015). Student-Centered Transformative Learning in Leadership Education: An Examination of the Teaching and Learning Process. Journal of Transformative Education, 13(1), 65–84.
- Hipp, J., & Sulentic Dowell, M. (2019). Challenges and supports to elementary teacher education: Case study of Preservice teachers’ perspectives on arts integration. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 15(1).
- Hixon, E., & Hyo-Jeong, S. (2009). Technology’s role in field experiences for preser-vice teacher training. Journal of Educational Technology & Society, 12(4), 294-304.
- Høigaard, R., Giske, R., & Sundsli, K. (2012). Newly qualified teachers’ work engagement and teacher efficacy influences on job satisfaction, burnout, and the intention to quit. European Journal of Teacher Education, 35(3), 347-357.
- Jacobs, R. (2019). Habitus and pre-service teachers’ perceptions of dance within Primary Education courses. Journal of Emerging Dance Scholarship, 7(1), 1-25.
- Jacobs, R. (2008). When do we do the Macarena?: Habitus and arts learning in primary pre-service education courses. International Journal of Pedagogies and Learning, 4(5), 58-73.
- Kaschak, J. C., & Letwinsky, K. M. (2015). Service-learning and emergent communities of practice: A teacher education case study. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88(5), 150-154.
- Kajner, T., Chovanec, D., Underwood, M., & Mian, A. (2013). Critical community service learning: Combining critical classroom pedagogy with activist community placements. Michigan Journal of Community Service Learning, 19(2), 36–49.
- Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26(1), 98-106.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
- Lee, K., Patell, E., Cawthon, S. &Steingut, R. (2015). The effect of drama-based pedagogy on pre-K-16 outcomes: A metaanalysis of research from 1985-2012. Review of Educational Research 85(1), 3-49.
- Linnenbrink-Garcia, L., Rogat, T. K., & Koskey, K. L. (2011). Affect and engagement during small group instruction. Contemporary Educational Psychology, 36(1), 13-24.
- McBride, A. M., Brav, J., Menon, N., & Sherraden, M. (2006). Limitations of civic service: Critical perspectives. Community Development Journal, 41(3), 307-320.
- McKay, S., & Bradley, J. (2016). How does arts practice engage with narratives of migration from refugees? Lessons from ‘utopia’. Journal of Arts & Communities, 8(1), 31-46.
- Martins, M., Costa, J., & Onofre, M. (2015). Practicum experiences as sources of pre-service teachers’ self-efficacy. European Journal of Teacher Education, 38(2), 263-279.
- Marullo, S., Moayedi, R., & Cooke, D. (2009). C. Wright Mills’s friendly critique of service learning and an innovative response: Cross-institutional collaborations for community-based research. Teaching Sociology, 37(1), 61-75.
- Mergler, A., Carrington, S. B., Boman, P., Kimber, M. P., & Bland, D. (2017). Exploring the value of service-learning on preservice teachers. Australian Journal of Teacher Education (Online), 42(6), 69–80.
- Mezirow J. (2003). Transformative learning as discourse. Journal of Transformative Education, (1), 58–63.
- Mills, C., & Ballantyne, J. (2016). Social Justice and Teacher Education: A Systematic Review of Empirical Work in the Field. Journal of Teacher Education, 67(4), 263–276.
- Mitchell, T., & Rost-Banik, C. (2016). Critical theories and student civic outcomes. In J. Hatcher, R. G. Bringle, & T. W. Hahn (Eds.), Research on student civic outcomes in service learning: Conceptual frameworks and methods (pp. 177–197). Stylus Publishing, LLC.
- Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50–65.
- Molderez, I., & Fonseca, E. (2018). The efficacy of real-world experiences and service learning for fostering competences for sustainable development in higher education. Journal of Cleaner Production, 172, 4397-4410.
- Nadan, Y., & Stark, M. (2016). The pedagogy of discomfort: Enhancing reflectivity on stereotypes and bias. British Journal of Social Work, 47(3), 683-700.
- Nosko, A. (2019). Expressive arts for social work and social change, Social Work with Groups, 42(3), 250-252.
- Redaelli, E. (2019). Creative placemaking: Leading social change with the arts. In: Connecting Arts and Place. Sociology of the Arts. Palgrave Macmillan, Cham.
- O’Toole, J., & Burton, B. (2005). Acting against conflict and bullying. The Brisbane DRACON project 1996-2004, emergent findings and outcomes. Research in Drama Education, 10(3), 269-283.
- Pairon, L. (2020). Music saved them, they say: Social impacts of music-making and learning in Kinshasa (DR Congo). Routledge.
- Pompa, L. (2002). Service-learning as crucible: Reflections on immersion, context, power, and transformation. Michigan Journal of Community Service Learning, 9(1), 67-76.
- Porfilio, B., & Hickman, H. (Eds.). (2011). Critical service-learning as a revolutionary pedagogy: An international project of student agency in action. Information Age Publishing.
- Raphael, J.A. (2013). The disruptive aesthetic space: Drama as pedagogy for challenging pre-service teacher attitudes towards students with disabilities. PhD thesis, Melbourne Graduate School of Education, The University of Melbourne.
- Raphael, J., & Allard, A. C. (2011). Positioning people with intellectual disabilities as the experts: Enhancing pre-service teachers’ competencies in teaching for diversity. International Journal of Inclusive Education, 17(2), 205-221.
- Rawlings, J. R. (2020). Community music settings as service-learning opportunities. (pp. 643–670). Oxford Handbook for Preservice Music Teacher Education in the United States. Oxford University Press.
- Reynolds, A., & Conway, C. (2003). Service-learning in music education methods: Perceptions of participants. Bulletin of the Council for Research in Music Education, (155), 1-10.
- Robinson, J. S., & Torres, R. M. (2007). A case study for service-learning: What students learn when given the opportunity. NACTA Journal, 51(4), 2-8.
- Russell-Bowie, D. (2013). Mission impossible or possible mission? Changing confidence and attitudes of primary preservice music education students using Kolb’s experiential learning theory. Australian Journal of Music Education, 2(1), 46-63.
- Russell-Bowie, D. (2010). Cross-national comparisons of background and confidence in visual arts and music education of pre-service primary teachers. Australian Journal of Teacher Education, 35(4), 65-78.
- Saffran, L. (2013). Dancing through cape coast. Academic Medicine, 88(9), 1212-1214.
- Salam, M., Awang Iskandar, D.N., Ibrahim, D.H.A. et al. (2019).Service learning in higher education: A systematic literature review. Asia Pacific Educ. Rev. 20, 573–593.
- Saldaña, J. (2016). The coding manual for qualitative researchers (3rd ed). Sage. Sandaran, S. C. (2012). Service learning: Transforming students, communities and universities. Procedia - Social and Behavioral Sciences, 66, 380-390.
- Skinner, N. (2010). Developing a curriculum for initial teacher education using a situated learning perspective. Teacher Development, 14(3), 279-293.
- Sprague Martinez, L.S., Reich, A.J., Flores, C.A., Ndulue, U.J., Brugge, D., Gute, D.M., & Peréa, F.C. (2017). Critical Discourse, Applied Inquiry and Public Health Action with Urban Middle School Students: Lessons Learned Engaging Youth in Critical Service-Learning, Journal of Community Practice, 25 (1), 68-89.
- Stavrou, S., Charalambous, C. and Macleroy, V. (2021). Translanguaging through the lens of drama and digital storytelling: Shaping new language pedagogies in the classroom. Pedagogy, Culture & Society, 29(1), 99-118.
- Stephenson, M. O. (2015). Arts and community change: Exploring cultural development policies, practices and dilemmas. Routledge.
- Strother, E. (2019). Political economy and global arts for social change: A comparative analysis of youth orchestras in Venezuela and Chile, Arts Education Policy Review, 120(1), 1-10.
- Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358.
- Swick, K. J. (2001). Service-Learning in teacher education: Building learning communities. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 74(5), 261-264.
- Terrance, T. C., Watkins, M. L., & Jimerson, L. (2018). Critical service-learning and cultural humility. In Delao-Oriaran O. Omobolade & S. Frondrie (Eds.), Culturally engaging service-learning with diverse communities (pp. 1-19). USA: IGI Global.
- Tice, K., & Nelson, L. (2013). Toward understanding effective community experiences. In V. M. Jagla, J. A. Erickson, & A. S. Tinkler (Eds.), Transforming teacher education through service learning (pp.73-98). Information Age Publishing, Incorporated.
- Tinkler, A. S., & Tinkler, B. (2016). Enhancing cultural humility through critical service-learning in teacher preparation. Multicultural Perspectives, 18(4), 192-201.
- Tryon, E., Stoecker, R., Martin, A., Seblonka, K., Hilgendorf, A., & Nellis, M. (2008). The challenge of short-term service-learning. Michigan Journal of Community Service Learning, 14(1), 16-26.
- Warren-Gordon, K. & Santamaría Graff, C. (2018). Critical service-learning as a vehicle for change in higher education courses, change. The Magazine of Higher Learning, 50(6), 20-23.
- Wasserman, K. B. (2009). The role of service-learning in transforming teacher candidates’ teaching of reading. Teaching and Teacher Education, 25(8), 1043-1050.
- Wittmann, S. (2011). Learning strategies and learning-related emotions among teacher trainees. Teaching and Teacher Education, 27(3), 524–532.
- Ukpokodu, O. N. (2009). Pedagogies that foster transformative learning in a multicultural education course: A reflection. Journal of Praxis in Multicultural Education, 4(1), 54-69.
- van der Vaart, Gwenda; van Hoven, Bettina & Huigen, Paulus P.P. (2018). The value of participatory community arts for community resilience. In E. M. Trell, B. Reste-meyer, M. M. Bakema, & B. van Hoven (Eds.), Governing for resilience in vulnerable places (pp.186-204). Abingdon: Routledge.
- Varlotta, L. E. (1997). Service-learning as community: A critique of current conceptualizations and a charge to chart a new direction. PhD diss., Miami University.
- Vygotsky, L. (1978). Mind in Society: The development of higher mental process. Harvard University Press.
- Walsh, C. A., Rutherford, G., & Crough, M. (2013). Arts-based research. Creating social change for incarcerated women. Creative Approaches to Research, 6(1), 119-139.