Facilitating Youth Development through Service-Learning: Social Justice Implications for Underserved Youth

Autor/in	Curtis, Christopher A.
Titel	Facilitating Youth Development through Service-Learning: Social Justice Implications for Underserved Youth
Quelle	In: Education, Citizenship and Social Justice, 15 (2020) 2, S.93-103 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1746-1979
DOI	10.1177/1746197918789404
Schlagwörter	Service Learning; Social Justice; Risk; Disadvantaged Youth; Secondary School Students; Citizenship Education; Well Being; School Role; Outcomes of Education; Barriers; Teaching Methods + Suchen Sie Ihr Suchwort? Service-Learning; Soziale Gerechtigkeit; Risiko; Benachteiligter Jugendlicher; Sekundarschüler; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Well-being; Wellness; Wohlbefinden; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The implications of how service-learning participation can enhance civic knowledge and engagement among young people are discussed at length in the existing literature. However, research that explores the utility of formalizing service-learning as a means of enriching civic education for underserved and minority youth is lacking, particularly within the context of secondary education. The purpose of this article is to contribute to the discourse around increasing the use of service-learning programs as a means of supplementing existing methods that facilitate well-rounded youth development (e.g. school curricula, afterschool programs, mentorship) and enhance well-being among underserved youth within a social justice framework. The aims of this article are met by first illuminating the risk factors facing minority and underserved youth. The social justice implications of service-learning participation for youth are then discussed. Finally, the feasibility of utilizing service-learning as a protective factor for marginalized youth is explored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01