Vol. 23 No. 2 (2023): Service-Learning in Higher Education: critical perspectives
Articles

Service-learning and inclusion in higher education contexts. A thematic analysis

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  • Diego Di Masi,
  • Alice Di Leva
Diego Di Masi
Università di Torino
DOI: https://doi.org/10.36253/form-14690

Published 2023-06-05

Keywords

  • service-learning,
  • thematic analysis,
  • inclusion,
  • higher education,
  • inclusione,
  • università,
  • student agency
    • ...More
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How to Cite

Di Masi, D., & Di Leva, A. (2023). Service-learning and inclusion in higher education contexts. A thematic analysis. Form@re - Open Journal Per La Formazione in Rete, 23(2), 44–60. https://doi.org/10.36253/form-14690

Copyright (c) 2023 Diego Di Masi, Alice Di Leva

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Abstract

The aim of this thematic analysis is to understand in which contexts of higher education service-learning approach is implemented, and how much it is employed in the field of inclusion. Further objective of this thematic analysis is to understand what role within service-learning projects is reserved for students with special educational needs. Are students with disabilities only recipients of service-learning projects or are they actors and promoters? Are service-learning experiences promoting these student’s agency?

 

Service-learning e inclusione nei contesti universitari. Una thematic analysis.

Lo scopo della thematic analysis è capire in quali contesti accademici viene implementato il service-learning, e quanto è impiegato nel campo dell’inclusione. Ulteriore obiettivo è comprendere quale ruolo viene riservato agli studenti con bisogni educativi speciali all’interno dei progetti di service-learning. Gli studenti con disabilità sono solo destinatari di progetti di service-learning o ne sono attori e promotori? Le esperienze di service-learning promuovono l’agency personale di questi studenti?

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