Service-Learning and Social Justice: Engaging Students in by Susan Benigni Cipolle

By Susan Benigni Cipolle

This publication offers every thing directors and lecturers have to construct service-learning courses that organize scholars as engaged voters dedicated to fairness and justice. Cipolle describes sensible innovations for lecture room academics in addition to the theoretical framework so readers can deftly flow past the e-book to a significant application for his or her faculties.

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Extra resources for Service-Learning and Social Justice: Engaging Students in Social Change

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These experiences impacted their understanding of themselves and the world. In addition to overseas experiences, two had full-time yearlong commitments to service programs in the United States. Organizations In describing their service history and their current service activities, all interviewees indicated that they worked directly with people living in poverty. In addition, they volunteered at similar types of organizations, in three general areas: those serving marginalized persons living in poverty or crisis, such as food shelves, shelters, and housing programs; youth-development 32 m Chapter Three programs, youth-in-crisis programs, and tutoring programs serving urban poor or students who had recently immigrated; and overseas service programs.

Subsequent chapters offer a deeper understanding of the model and concrete strategies to use in the classroom. When teachers focus on social-justice education, they make a long-term commitment and accept an awesome responsibility to students and to society. CHAPTER TWO m Becoming Committed to Service This chapter describes the effects of early service experiences on adult attitudes and behaviors toward service and social justice. Using both quantitative and qualitative tools, I asked adults to reflect on their experiences and capture in their own words the impact service work had on them.

Developing a Critical Consciousness m 43 The double negative used by several alumni in talking about service: “I couldn’t not do it” illustrates the long-term impact on students who value the camaraderie of service when participating with friends. This is one strong reason why providing multiple service opportunities in their high school and college years helps to instill the value of service to others. These early peer service opportunities coupled with parental and school role models create an ethic of service that continues throughout their adult years.

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