The End of LIFE: Thoughts on the Marginalization of Powerful Service-Learning in Higher Education

Autor/in	Solano, Gina L.
Titel	The End of LIFE: Thoughts on the Marginalization of Powerful Service-Learning in Higher Education
Quelle	In: Critical Questions in Education, 11 (2020) 3, S.208-229 (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2327-3607
Schlagwörter	Service Learning; Higher Education; High School Equivalency Programs; Preservice Teachers; Program Descriptions; Tutors; Tutoring; Adult Students; Courts; Drug Abuse; Law Enforcement; Literacy Education; Social Services; Program Evaluation; Community Programs; Financial Support; Urban Areas; Disadvantaged; Student Attitudes + Suchen Sie Ihr Suchwort? Service-Learning; Hochschulbildung; Hochschulsystem; Hochschulwesen; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Court; Gerichtshof; Gesetzesvollzug; Social service; Soziale Dienstleistung; Soziale Dienste; Programme evaluation; Programmevaluation; Finanzielle Förderung; Urban area; Stadtregion; Schülerverhalten
Abstract	This article describes a university service-learning program with preservice teachers who volunteered as tutors to teach in an adult GED program. The adult participants were involved in a local drug court program, which is a branch in the criminal justice system. Project Literacy Instruction to Further Education (Project LIFE) was developed by the researcher, to teach literacy skills, provide GED tutoring and post-secondary test preparation to individuals who were nearing completion in their drug court program, or to adults referred by other social service organizations. The purpose of this mixed-method study was to evaluate an innovative program that offered a course for improving the adult literacy problem in its community while providing opportunities for preservice teachers to build skills for teaching in urban settings. Although this project was successful while in effect, questions remain as to why the higher education institution that originally funded it, was unwilling to continue funding this program. Several questions remain about how does ending Project LIFE impact and reinforce the community's opinions of an institution who fluctuates in its dedication and support of community programs? How does the closure of this program perpetuate disenfranchisement of marginalized populations who are otherwise incapable of receiving support to complete their GEDs? Finally, what message is the institution telling faculty about its true dedication to service-learning and its value in their professional practice when they encourage community programs, but are not willing to continue financial and faculty support? (As Provided).
Anmerkungen	Academy for Educational Studies. 2419 Berkeley Street, Springfield, MO 65804. Tel: 417-299-1560; e-mail: cqieeditors@gmail.com; Web site: http://academyforeducationalstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01