Teaching Social Justice through Community Engagement

Closson, Rosemary B.; Nelson, Barbara Mullins

doi:10.20429/ijsotl.2009.030110

Cited by 12 publications

(9 citation statements)

References 16 publications

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“…Wakefield and Ericson (2003), in a qualitative analysis of journals of students involved in service-learning with children, found that the students developed an appreciation for the children as unique individuals who cannot be classified according to specific expectations. Closson and Nelson (2009) found that during an experience with Habitat for Humanity, students were able to learn cognitively, affectively and pragmatically. However, they did not find that the students developed an increased understanding of social justice issues, despite an increase in awareness of their middle-class privilege.…”

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confidence: 99%

Pura Vida with a Purpose: Energizing Engagement with Human Rights through Service-Learning

Ericson

2011

ASW

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This paper examines the effects of an international service-learning course with a strong human rights component. Human rights have social justice as an essential component and advancing both are considered core competencies in social work. International education in colleges and universities has gained in popularity as has service-learning. Research has been carried out in both these areas. However, less research has been done on the combination of the two. In this paper a course is described during which students spent three weeks in Costa Rica, the land of Pura Vida, learning about its human rights efforts, its language, getting to know its people, and providing service to some of its citizens. An analysis of student surveys and journals revealed a strengthened belief on the part of the participants that they are competent to have an impact on the world as well as having a responsibility to do so.

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confidence: 99%

Pura Vida with a Purpose: Energizing Engagement with Human Rights through Service-Learning

Ericson

2011

ASW

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“…Tertiary students learning and working in the community It is common practice for tertiary students to engage in some form of community based learning or work as part of their academic studies (Bradley, Noonan, Nugent & Scales, 2008) and is variously referred to as work integrated learning (WIL), servicelearning (Eyler & Giles, 1999), community engagement, experiential learning (Closson & Nelson, 2009) and/or community service learning (Butcher et al, 2003). How community service learning is conceptualised and operationalised varies, however Simon (as cited in Eyler & Giles, 1999, pp.…”

Section: (Ii)mentioning

confidence: 99%

A fourth generation approach to transition in the first year in higher education: First year in higher education community of practice (FYHECoP)

Penn-Edwards¹,

Donnison²

2014

Int J FYHE

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We propose that higher education institutions move beyond the third generation approach to transition pedagogy (Kift, Nelson, & Clarke, 2010) to a fourth generation approach. We argue that higher education institutions are, as Abraham Lincoln extols, of the people, by the people, for the people and that all major stakeholders: educationalists; social groups; and civic bodies should be involved in supporting the transition of the higher education first year student. We suggest that university-community partnerships, specifically, those involving the wider social/civic community, have an integral part to play at each point in the progression of the student through undergraduate studies. Our fourth generation approach extends Kift's (2008) exhortation that the first year experience is "everybody's business" by being characterised and driven by a social and civic "community of practice" (Wenger, 1998).

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“…Community Service Learning is becoming increasingly integral to preservice teacher education (Ball & Geleta, 2009;Butcher et al, 2005;McKinnon, Walker, & Davis, 1999) and is recognised as having the potential to develop students' academic, cognitive, interpersonal, and human relationship skills (Closson & Mullins Nelson, 2009;Prentice & Garcia, 2000;Strage, 2004). argue that CSL addresses student teachers' need to become engaged citizens who have developed notions of social justice, citizenship, and social responsibility.…”

Section: Community Service Learningmentioning

confidence: 99%

“…argue that CSL addresses student teachers' need to become engaged citizens who have developed notions of social justice, citizenship, and social responsibility. Likewise, Eyler and Giles (1999) argue that it has the capacity to develop informed, culturally sensitive and empathetic educators, who are aware of social justice issues and community and cultural diversity (see also Boyle Boise, 2005;Closson & Mullins Nelson, 2009). Community Service Learning also affords students opportunities to apply their classroom learning to real-life contexts, develop an appreciation of the 'interrelated aspects of all learning and life experiences' (Prentice & Garcia, 2000, p. 22) and of the relevance of classroom learning.…”

Section: Community Service Learningmentioning

confidence: 99%