A critical reflection on the multiple roles required to facilitate mutual learning during service-learning in Creative Arts education

ABSTRACT

In this article, I critically reflect on my own learning during a community-based, service-learning pilot project, highlighting the multiple roles that were required of me as facilitator. I provided opportunity for student teachers in a Creative Arts module to engage with youth from a local township community. The purpose of the participatory action research was to explore how this process enhanced reciprocal learning. Data were generated through multiple qualitative methods in four cycles of interactive activities. Adapting to the challenges of community-based learning necessitated that I was flexible enough to know when to don the hat of educator or research designer and when to be less directive to promote professional development and intercultural competencies. I learned to value relational platforms, enable diverse modes of communication and find workable strategies for mutual learning. By sharing my lessons learned, I hope to provide a better understanding of the facilitator’s multiple leadership roles.

KEYWORDS:

• Art educator
• critical reflection
• multiple leadership roles
• participatory action research
• reciprocal learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the National Research Foundation. The opinions, findings and conclusions expressed therein are those of the authors and the NRF cannot accept responsibility for them.