A grand challenge: Facilitating service-learning for social justice
Document Type
Book Chapter
Publication Title
Handbook of Research on Service-Learning Initiatives in Teacher Education Programs
Abstract
Teacher 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.
DOI
10.4018/978-1-5225-4041-0.ch023
Recommended Citation
Moore, A., & Brand, S. T. (2018). A Grand Challenge: Facilitating Service-Learning for Social Justice. In T. Meidl, & M. Sulentic Dowell (Ed.), Handbook of Research on Service-Learning Initiatives in Teacher Education Programs (pp. 429-444). IGI Global.
ISBN
9781522540410
Comments
In Handbook of Research on Service-Learning Initiatives in Teacher Education Programs, 2018.