Young Citizens of the World

Boyle‐Baise, Marilynne; Zevin, Jack

doi:10.4324/9780203880609

Cited by 17 publications

(8 citation statements)

References 0 publications

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“…Learning as a social activity (Carrington & Macarthur, 1968). Learning social studies is related to civics education (Boyle-Baise & Zevin, 2009). Social studies includes learning the history, culture and interactions of people in the world (Wade, 2007).…”

Section: The Nature Of Social Studies Learningmentioning

confidence: 99%

Development of Social Studies Learning Model Based on Local Wisdom in Improving Students’ Knowledge and Social Attitude

Uge¹,

Neolaka²,

Yasin³

2019

INT J INSTRUCTION

122

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This study reports the design results of developing model of social studies learning based on local wisdom. Learning design adapted to learning needs in elementary school. The presentation report contains the results of expert evaluation, teacher and student assessments and assessment of the results of the implementation of the product learning model developed. The Product model produced is seen to be in accordance with learning needs. The results of the development research showed that: first, testing the effectiveness model of social studies learning based on local wisdom is feasible from an expert perspective; second, testing the effectiveness model of social studies learning based on local wisdom is feasible from the user's perspective; third, testing the effectiveness model of social studies learning based on local wisdom can improve the knowledge and social attitudes students class IV at SDN 6 Katobu and SDN 3 Batalaiworu in odd semester of the school year 2017/2018 in the Muna District Southeast Sulawesi Province. Overall, the author concluded that social studies learning based on local wisdom was a regeneration of knowledge of the values of local wisdom in students from an early age, so become cultured and have guidance in their attitude. Thus, created noble knowledge and character.

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Section: The Nature Of Social Studies Learningmentioning

confidence: 99%

Development of Social Studies Learning Model Based on Local Wisdom in Improving Students’ Knowledge and Social Attitude

Uge¹,

Neolaka²,

Yasin³

2019

INT J INSTRUCTION

122

View full text Add to dashboard Cite

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“…The service-learning project featured here sought horizontalidad with university and sixth-grade student pairs working directly together over the course of a semester on a mutual project in a dialogic way, with a goal to jointly share collaborative knowledge construction. The partnership was the foundation of this co-constructed project that aimed to embody working “with,” not “for” (Boyle-Baise and Zevin, 2009) via horizontalidad. Through a common interrogation of an American Dream using the arts and humanities within the context of social studies, sixth graders were not solely recipients of knowledge, but rather, occupied an empowered position to share their funds of knowledge (González et al , 2005) with their partners, the research team, and the community.…”

Section: Discussionmentioning

confidence: 99%

“…Service-learning has long been viewed as an avenue for promoting civic engagement within social studies education (Mitra and Serriere, 2015; Wade, 2007). A democratic teaching strategy that combines community service with academic curriculum and reflection, service-learning supports student engagement and academic achievement due to its relevance to students’ lives, real-world connection, and student-directed learning (Billig, 2010; Boyle-Baise and Zevin, 2009; Furco and Root, 2010). However, some critics argue that not all service-learning is equal.…”

Section: Introductionmentioning

confidence: 99%

Cultivating the collective: exploring the American dream with sixth graders

Montgomery

Zanden

et al. 2018

SSRP

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Purpose The concept of an American Dream was interrogated during a service-learning partnership between university students and a multilingual, racially diverse class of sixth graders. The one-on-one service-learning partnerships were at the heart of the semester-long project and sought horizontalidad, or non-authoritarian democratic communication and shared knowledge creation. The paper aims to discuss these issues. Design/methodology/approach This project leveraged the arts and humanities within the context of social studies education to promote youth civic engagement. This project used Photovoice methodology in which all participants took photos and wrote about their American Dream. Participants then shared their photography and writing at three public gallery events in the community in an effort to educate others about their perspectives, experiences, and hopes regarding the American Dream. Findings Findings from the reciprocally minded partnership centered on the sixth-grade students taking a collective approach to the American Dream. Specifically, they noted their commitment to their families and desire to support others, with some sixth graders even sharing a commitment to promoting social justice. Some participants demonstrated a “we consciousness,” or a collective approach to social justice. Originality/value The study provides insights into how educators can engage middle school students in democratic practice as active citizens in a service-learning partnership. Through a service-learning themed project about the American Dream, middle school students were able to share their voices and experiences with the larger community via a project rooted in horizontalidad.

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“…Meban (2002) observes an explicit disconnect between the technical drawing skills she was expected as a teaching artist to develop and the social function of art that she hoped to engage. Schools often resist or, at the least, are ignorant of the knowledge-plus-position stance (Boyle-Baise & Zevin, 2009) that the arts as a sociocultural practice demand. Meban (2002) expresses concern about the pressure to self-censor her selection of themes and issues that minoritized communities could benefit from.…”

Section: Research Minoritized Youth and The Artsmentioning

confidence: 99%

“…This documentary demonstrates the young people’s abilities to draw connections between their personal experiences and the public policies that have minoritized them. These problem-posing inquiry projects are becoming increasingly of interest in teacher education classrooms as pedagogy that links the personal, the institutional, and “real world” applications, oftentimes designed through creative and arts-based processes and products (Bell, 2010; Boyle-Baise & Zevin, 2009; Ponder, Vander Veldt, & Lewis-Ferrell, 2011).…”

Section: Research Minoritized Youth and The Artsmentioning

confidence: 99%