Advocacy as Service-Learning

Berke, Debra L.

doi:10.26536/fsr.2010.15.01.02

Cited by 7 publications

(4 citation statements)

References 32 publications

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“…The cross analysis of quantitative and qualitative data shows the transformation that occurred in students' beliefs and understandings of advocacy. These findings corroborate and expand upon other research of students' learning of advocacy (Beacham & Shambaugh, 2007;Berke et al, 2010) by explicitly drawing connections between experiences engaging in advocacy and beliefs about advocacy. Further, the findings illustrate the usefulness of advocacy teaching as a pedagogical intervention to connect theory to practice or illustrate the real-world usefulness of advocacy in professional settings.…”

Section: Discussionsupporting

confidence: 87%

“…Preservice teachers have difficulty making connections between personal experiences of social service and larger societal issues, and this can be made explicit as a course component based on advocacy (Wade, 2003). Bridging theories on advocacy and service learning, Berke, Boyd-Soisson, Voorhees, & Reininga (2010) describe the experiences of undergraduate family science students who were matched with community agencies and worked on collaborative advocacy projects throughout the semester. Students experienced positive benefits from engaging in advocacy activities including knowledge of working with agencies and an increased understanding of advocacy as a macro-level process.…”

Section: Teaching Advocacymentioning

confidence: 99%

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Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study

Massengale

Childers-McKee

Benavides

2014

JoSoTL

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Applying transformational critical advocacy research in college instruction can be a powerful way to engage students in challenging inequity in society and promoting positive changes. Few studies systematically measure the impact of such pedagogy on the development of college students’ beliefs about advocacy. In this mixed methods study, we worked with 21 preservice teachers through advocacy letter writing activities and collected data from pre/post surveys and focus group discussions to explore the impact of such pedagogy. The findings indicated that advocacy letter writing was a meaningful activity for preservice teachers, allowing them a professional opportunity to voice their concerns about personally meaningful issues to entities in power. A significant correlation was found between baseline advocacy experiences and baseline advocacy beliefs, suggesting that the teaching of advocacy, when combined with opportunities for meaningful practice, can contribute to shifts in belief about the importance of advocating.

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Section: Discussionsupporting

confidence: 87%

Section: Teaching Advocacymentioning

confidence: 99%

Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study

Massengale

Childers-McKee

Benavides

2014

JoSoTL

View full text Add to dashboard Cite

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“…The Latin root of advocacy is vocare or voice. Advocacy, then, is the act of giving voice or speaking on behalf of an individual or group whose interests or concerns are not heard (Berke, Boyd-Soisson, Voorhees, and Reininga, 2010;Harris & White, 2013). The course partner, ONE.ORG invites supporters to "give your voice, not your money."…”

Section: Revisiting Activism and Advocacy As Engaged Pedagogymentioning

confidence: 99%

We Get To Carry Each Other: Using the Musical Activism of U2 As Framework For An Engaged Spirituality and Community Engagement Course

Welch

2015

Engaging Pedagogies in Catholic Higher Education

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This article describes a January term community engagement service-learning course that used the musical and spiritually-based activism of the rock group U2 as an example of engaged spirituality using activism and advocacy. In addition to learning about the history, music, and activism of the band, students were taught a specific set of skills for activism, advocacy, and community organizing that included creating goal statements, developing and implementing action plans, and coordinating logistics for advocacy-based events on campus. Students were assigned to apply these skills as the service-learning component of the course. These activities were conceptualized as indirect service that reflected activism and advocacy as a form of engaged spirituality. The students were exposed to theological concepts and tenets of Catholic Social Thought as an attempt to expand their understanding of faith-based traditions to include living one's faith in service with and to the poor and vulnerable. This article concludes by describing its impact and how learning objectives were met.

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“…They support causes and work to sway judgments in the social, political, and economic spheres. Typically, advocacy groups voice their concerns about institutions that are insensitive to the needs of people or about laws and practices that they believe to be unjust (Berke et al, 2010). Effective lobbying changes public policy and decisions about the distribution of resources, giving people more power to change institutions to serve human needs better.…”

Section: Introductionmentioning

confidence: 99%

Students’ Needs on Development Programs: Inputs for Student Services Enhancement

Friales¹,

Sunio²,

Zuyco³

et al. 2023

EAJMR

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This study assessed needs for development programs of NDMU students in terms of leadership formation, socio-cultural performing arts, advocacy programs, involvement in clubs and organizations, and sports and wellness programs. It was conducted at Notre Dame of Marbel University with 345 respondents enrolled in the school year 2019-2022 and was selected through convenient sampling. Researcher- made on needs assessment survey questionnaire was employed and online survey method was used in gathering the data. This study also utilized a quantitative-descriptive research design using descriptive statistics in analyzing the data. The mean was used to determine the degree of involvement of students in different categories. Data revealed that there is a high degree of need to address the leadership and formation of students with an overall mean of 3.30. Also, in socio-cultural and performing arts, it was found out that there is moderate degree of need to intensify the program that will help the students improve their skills in performing, with an overall mean of 3.10. In terms of the advocacy program, there is a moderate degree of need to enhance the social and communication skills of the students who wanted to organize community projects, with an overall mean of 3.23. Further, the data gathered showed that the involvement in the clubs and organizations of the students has a moderate degree of need to be improved with an overall mean of 3.20, and when it comes to sports and wellness, there is a moderate degree of need to intensify, or address with an overall mean of 3.19. Since there is a high degree of need for leadership and formation, there is a need to strengthen the activities involved in this category. On the other hand, four (4) categories were assessed as having moderate need; there is also a need to re-visit and evaluate to justify making these programs more effective.

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Advocacy as Service-Learning

Cited by 7 publications

References 32 publications

Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study

Exploration of undergraduate preservice teachers' experiences learning advocacy: A mixed-methods study

We Get To Carry Each Other: Using the Musical Activism of U2 As Framework For An Engaged Spirituality and Community Engagement Course

Students’ Needs on Development Programs: Inputs for Student Services Enhancement

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