Reframing Service-Learning as Learning and Participation With Urban Youth

This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership-funded by a grant from the Corporation for National and Community Service, Le...

Full description

Saved in:
Bibliographic Details
Published in:Theory into practice 2015-01, Vol.54 (1), p.39-46
Main Authors: Kinloch, Valerie, Nemeth, Emily, Patterson, Ashley
Format: Article
Language:English
Subjects:
Children & youth
Critical Theory
Educational partnerships
Elementary School Teachers
Ethnography
Faculty Development
Gardening
Graduate studies
Interviews
Learning Activities
Participant Satisfaction
Partnerships in Education
Professional development
Research Universities
School Community Programs
Secondary School Teachers
Service Learning
Teachers
Theory Practice Relationship
Unions
United States (Midwest)
Urban areas
Urban schools
Urban Youth
Youth
Youth Opportunities
Youth Programs
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership-funded by a grant from the Corporation for National and Community Service, Learn and Serve program-focused on professional development opportunities for K-12 educators across subject areas throughout an urban school district. Teachers enrolled in a university-level graduate course where they learned about critical service-learning, engaged in community-based activities, developed partnerships with local organizations, and facilitated critical service-learning projects in local schools and communities. Here, we highlight one of the many projects that emerged from this partnership as we attempt to connect theory with practice by reframing service-learning as learning and participation. We ask: How can a reframing of service-learning as learning and participation impact how we understand the educative and social engagements of four urban youth?
ISSN:0040-5841
1543-0421
DOI:10.1080/00405841.2015.977660