“Real Learning” in Service Learning: Lessons from La Clase Mágica in the US and Spain

Abstract

In this article, we present initial findings of an exploratory-pilot research study that focuses on service learning as a framework to examine “real learning” and identity changes of university students participating in a community based educational activity known as La Clase Mágica. Student’s reports and fieldnotes from two distinct locations: the original 25-year old project located in San Diego, California and a recent adaptation in Seville known as LCM-Seville, now completing two academic years of experience. The two programs in San Diego (US) and Seville (Spain) illustrate the types of learning that students acquire as they engage community members in activities that support community participants’ development.