Literaturnachweis - Detailanzeige
| Autor/inn/en | Jessup-Anger, Jody E.; Armstrong, Megan; Johnson, Brianne |
|---|---|
| Titel | The Role of Social Justice Living-Learning Communities in Promoting Students Understanding of Social Justice and LLC Involvement |
| Quelle | In: Review of Higher Education, 43 (2020) 3, S.837-860 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-5748 |
| Schlagwörter | Social Justice; Communities of Practice; Living Learning Centers; Student Participation; Student Attitudes; Undergraduate Students; Citizen Participation; Catholic Schools; Student Characteristics; Service Learning |
| Abstract | In this qualitative, multiple-case study, we explored 30 students' experiences across three social justice living-learning communities (LLC) to understand their conception of social justice and LLC involvement. Moreover, we examined the community elements that advanced these outcomes. Despite similar goals across communities, students demonstrated variation in their understanding of and commitment to involvement in social justice initiatives. We advance a typology describing patterns of involvement and social justice understanding in which we categorize students into four quadrants, including "informed activist," "informed bystander," "uninformed volunteer," and "uninformed bystander." Further, we describe contextual elements that influenced these patterns, discussing implications for practice. (As Provided). |
| Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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