This paper is part of a larger study on learning processes and identity change in university students participating in Service Learning (SL) programmes, considered as containing practices and values from at least two settings: academic activity and professional intervention. Our SL programmes, carried out in formal schools serving children from Roma and migrant backgrounds, challenge dominant views on educational and psychological processes, offering a critical view of learning and development, where traditionally unrepresented “others”, along with their cultural knowledge, bring their own voices to the arena. Our aim is to show the transformations taking place within this SL by analysing the dialogicality contained in the field notes written by a participating psychology student, Nina (pseudonym), as an illustration of the complex dynamics of learning and identity change we encounter. By analysing Nina's reflections while acting in this SL project, we attempt to delve into these processes of transformation from the perspective of an agentive participant. In her case, we tried to unfold the complex way in which different cultural traditions entered into dialogue in her as she emotionally connected and engaged with the surrounding motives, finding her own way through cultural crossroads through affect and practice.

中文翻译：

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将高等教育服务学习中的我定位作为混合场景进行导航：案例研究

本文是一项关于参与服务学习（SL）项目的大学生的学习过程和身份变化的更大规模研究的一部分，该研究被认为包含至少来自两个环境的实践和价值观：学术活动和专业干预。我们的 SL 项目在为罗姆人和移民背景的儿童提供服务的正规学校中开展，挑战了关于教育和心理过程的主流观点，提供了学习和发展的批判性观点，传统上没有代表性的“其他人”及其文化知识将他们的向舞台发出自己的声音。我们的目的是通过分析参与的心理学学生尼娜（化名）所写的田野笔记中包含的对话性来展示本 SL 中发生的转变，作为我们遇到的学习和身份变化的复杂动态的说明。通过分析 Nina 在参与这个 SL 项目时的反思，我们试图从主动参与者的角度深入研究这些转变的过程。在她的案例中，我们试图展现不同文化传统在她身上进行对话的复杂方式，因为她在情感上与周围的动机联系和互动，通过情感和实践在文化十字路口找到自己的道路。