Social Involvement: Deconstructing practices relating to the formation of students who work with autistic children in a university service-learning course

• Published in: Educational philosophy and theory Vol. 46; no. 12; pp. 1366 - 1380
• Main Authors: Chueh, Ho-chia, Chen, Ya-Tung
• Format: Journal Article
• Language: English
• Published: Abingdon Routledge 15.10.2014; Taylor & Francis Ltd
• Subjects: Autism; Children; civic engagement; College Students; Course Descriptions; Criticism; Documentation; Education; Evaluation; Experiential Learning; Foreign Countries; Foucault; Informal Education; Knowledge; Learning; Learning Processes; Medical Research; Philosophy; Power Structure; Role; Service Learning; service-learning course; students who work with autism; Study and teaching; subjectivity; Taiwan; Teaching methods; Therapy; Universities; Taiwan
• ISSN: 0013-1857; 1469-5812; 1469-5812
• DOI: 10.1080/00131857.2013.828581

Participation in service-learning courses has always been considered a part of the informal education in tertiary education worldwide. Originating from the assumption that service-learning courses increase students' civic engagement and bridge the gap between knowledge and practice, service-learning courses have gradually acquired the status of compulsory courses at universities. This being as it may be, it would seem that the nature of such courses would benefit from further analysis and discussion regarding their function in knowledge reproduction, and their role in teaching and education. The aim of this article is to examine and analyze a university service-learning course-the National Taiwan University (NTU) Star-Rain course with a commitment to serving children with autism-from a Foucaultian perspective, and reflect on how the process of putting knowledge during a service-learning course into practice comes to constitute the subjectivity of students who work with children who are autistic. We argue that the course under investigation has, in effect, become wholly entangled in the medical system's treatment of autism in Taiwan. The service-learning process involves knowledge acquisition as well as long-term, detailed, concrete hands-on experience, and shapes, in a very complete way, students' construction of their subject knowledge of autism.