A Grand Challenge: Facilitating Service-Learning for Social Justice

Authors

Adam Moore, Roger Williams UniversityFollow
Susan Trostle Brand, University of Rhode Island

Document Type

Book Chapter

Comments

Published in: Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 2018.

Abstract

Teacher and educators committed to social justice are charged with preparing future professionals with the knowledge and skills characteristic of change agents. This chapter explains how two university faculty members co-taught a general education course about education and social justice enlisting service-learning. This multidisciplinary course allowed teacher candidates to work with peers from other majors to select, plan, and implement a service-learning project. The structure and design of the course is described, along with examples of readings, film, media, and organizations that promote social justice. Qualitative reflections from former students are included, along with descriptions of service-learning projects. Recommendations and implications for teacher educators designing a similar course are provided.

Recommended Citation

Moore, A., & Brand, S. T. (2018). A Grand Challenge: Facilitating Service-Learning for Social Justice. In T. Meidl, & M. Sulentic Dowell (Eds.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 429-444). Hershey, PA: IGI Global.