The Campus on the Hill: Diversity at Our Doorstep.
In: Transformative Dialogues: Teaching & Learning Journal, Jg. 10 (2017-04-01), Heft 1, S. 1-9
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Zugriff:
In this article, I challenge the assertion that service-learning initiatives reinforce the structures that act to limit socioeconomic mobility. I argue that pedagogies undergirded by composition theory, literacy theory, and reflective practice can assist first-year college students in recognizing 1) inequality in American education; 2) the crucial role of literacy in poverty; and 3) the myths that surround individuals in poverty. Using both narrative and critical sources, I draw upon my decade-long service-learning partnership with an elementary school to emphasize that having students new to the university work with children in a federally-funded afterschool program can be a crucial step toward helping students develop civic consciousness. I posit that critical service-learning, in contrast to traditional service-learning, moves students toward recognizing systems of injustice, an extremely valuable first step in students' journeys toward local and global citizenship. [ABSTRACT FROM AUTHOR]
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The Campus on the Hill: Diversity at Our Doorstep.
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Autor/in / Beteiligte Person: | Holt, Linda E. |
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Zeitschrift: | Transformative Dialogues: Teaching & Learning Journal, Jg. 10 (2017-04-01), Heft 1, S. 1-9 |
Veröffentlichung: | 2017 |
Medientyp: | academicJournal |
ISSN: | 1918-0853 (print) |
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