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Educ. Sci. 2018, 8(3), 148; https://doi.org/10.3390/educsci8030148

Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

Department of Educational Theory and Practice, College of Education, University of Georgia, 110 Carlton Street, Athens, GA 30602, USA
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Received: 1 August 2018 / Revised: 1 September 2018 / Accepted: 13 September 2018 / Published: 15 September 2018
(This article belongs to the Special Issue Middle Grades Education)
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Abstract

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions. View Full-Text
Keywords: middle-grades education; professional development schools; critical service-learning; critical consciousness; community-engaged scholarship middle-grades education; professional development schools; critical service-learning; critical consciousness; community-engaged scholarship
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).
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Andrews, P.G.; Leonard, S.Y. Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School. Educ. Sci. 2018, 8, 148.

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