Service-Learning for Social Justice in the Elementary Classroom: Can We Get There from Here?

Autor/in	Wade, Rahima C.
Titel	Service-Learning for Social Justice in the Elementary Classroom: Can We Get There from Here?
Quelle	In: Equity & Excellence in Education, 40 (2007) 2, S. 156-165Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
DOI	10.1080/10665680701221313
Schlagwörter	Forschungsbericht; Social Justice; Learning Activities; Student Interests; Service Learning; Elementary School Teachers; Teaching Methods; Elementary School Students; Student Participation; Advocacy; Democratic Values; Social Values + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Lernaktivität; Studieninteresse; Service-Learning; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sozialanwaltschaft; Sozialer Wert
Abstract	This article focuses on 40 elementary school teachers' efforts to involve their students in social justice-oriented service-learning experiences and the struggles and support they encounter in doing so. The service-learning activities described here begin with student interest and initiative and focus on advocacy and concerted efforts to right unjust situations. With teacher support and guidance, students consider multiple perspectives and challenge the status quo. At times they accomplish their aims; in other cases, success is found in students learning valuable life lessons about the skills and long-term effort needed to effect change. Struggles with state mandates, required curriculum, colleagues, and parents are discussed, as well as the creative and subversive measures teachers use to address these challenges. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10