Publication:
Exploring inequality through service learning in higher education: a bibliometric review study

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3_22_Martínez-Heredia_FRONTIERS_BibliometricReview.pdf(789.33 KB)
Date
2022-03-11
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Authors
Martínez-Heredia, Nazaret ; Corral-Robles, Silvia ; González-Gijón, Gracia ; Sánchez Martín, Micaela
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Publisher
Frontiers Media
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Métodos de Investigación y Diagnóstico en Educación
DOI
https://doi.org/10.3389/fpsyg.2022.826341
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info:eu-repo/semantics/article
Description
© 2022, Los aurores. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in Frontiers in Psychology. To access the final edited and published work see https://doi.org/10.3389/fpsyg.2022.826341
Abstract
Service learning (S-L) is an innovative methodology, which is extensively known worldwide. The implementation of this methodology involves classroom learning and real practice. It is based on a cooperative methodology, integrating community service and learning in a connected way. Its main strength lies in its great potential as a transformative social movement to reduce inequality. The main aim of this study was to understand and describe the field of S-L and inequality in higher education through a bibliometric analysis. A descriptive, retrospective, and cross-sectional methodology is used to describe the information obtained from the 20 references on the topic registered in the Scopus and Web of Science (WoS) databases using a mixed methodology. The quantitative and qualitative results show that most of the publications are concentrated in 2016, with the United States being the country with the largest amount of scientific production on this subject. It is also worth noting that most of the authors reported this approach as a powerful tool to develop consciousness, commitment, and responsibility toward inequality and social problems.
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Bibliometric review study , Service-learning , Inequality , Higher education , Social justice
Citation
Front. Psychol. 13:826341
URI
http://hdl.handle.net/10201/148592
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