Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

Autor/inn/en	Andrews, P. Gayle; Leonard, Susan Y.
Titel	Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School
Quelle	In: Education Sciences, 8 (2018), Artikel 148 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Reflection; Service Learning; Professional Development Schools; Learner Engagement; Partnerships in Education; Community Involvement; Faculty Development; Graduate Students; Doctoral Programs; Middle School Teachers; College School Cooperation; Principals; Assistant Principals; Library Personnel; School Counselors; Caseworkers; Social Work; Regular and Special Education Relationship; Scholarship; Georgia + Suchen Sie Ihr Suchwort? Service-Learning; Hochschulpartnerschaft; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; School counselor; Beratungslehrer; Pädagogischer Berater; Soziale Arbeit; Scholarships; Stipendium
Abstract	Universities engage students in traditional service-learning projects that often yield "good feelings", even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars' work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators--rather than for them--supported participants' critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators' research interests, work, and future directions. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. Tel: e-mail: indexing@mdpi.com; Web site: http://www.mdpi.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01