Fostering Cultural Humility among Pre-Service Teachers: Connecting with Children and Youth of Immigrant Families through Service-Learning

Autor/inn/en	Lund, Darren; Lianne, Lee
Titel	Fostering Cultural Humility among Pre-Service Teachers: Connecting with Children and Youth of Immigrant Families through Service-Learning
Quelle	In: Canadian Journal of Education, 38 (2015) 2, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5979
Schlagwörter	Faculty Development; Social Attitudes; Service Learning; Immigrants; School Community Programs; Interviews; Preservice Teachers; Student Attitudes; Program Effectiveness; Social Justice; Self Concept; Children; Youth; Foreign Countries; After School Programs; Consciousness Raising; Social Stratification; English (Second Language); At Risk Persons; Minority Groups; Racial Differences; Canada + Suchen Sie Ihr Suchwort? Social attidude; Soziale Einstellung; Service-Learning; Immigrant; Immigrantin; Immigranten; Interviewing; Interviewtechnik; Schülerverhalten; Soziale Gerechtigkeit; Selbstkonzept; Child; Kind; Kinder; Jugend; Jugendlicher; Jugendalter; Ausland; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Bewusstseinsbildung; Soziale Zusammensetzung; English as second language; English; Second Language; Englisch als Zweitsprache; Risikogruppe; Ethnische Minderheit; Rassenunterschied; Kanada
Abstract	This article documents a community-initiated service-learning project within a teacher education program. A social justice model guided the initiative to raise critical awareness on power and privilege while countering deficit-model thinking. Partnering with community agencies serving immigrant children and youth, the faculty researcher worked with an office for community-engaged learning. Data included pre- and post-experience interviews with pre-service candidates. Findings showed benefits from this justice-based approach in improving self-awareness, appreciating the strengths of immigrant children and youth, and an increased sense of cultural humility in pre-service teachers. (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01