Abstract
University service-learning students worked with middle school youth in a social change project addressing positive youth development and civic engagement. Based on their knowledge of positive youth development theory and British Social Action, they facilitated a weekly group in which the youth identified combatting oppression by teachers (adultism) for their project. They discussed the problem, designed surveys, analyzed the data, and presented their findings. The youth demonstrated individual competencies and connected with adults while they learned to work collectively in a community change project.
Recommended Citation
Arches, Joan
(2013)
"Social Action, Service Learning, and Youth Development,"
Journal of Community Engagement and Higher Education: Vol. 5:
Iss.
1, Article 11.
Available at:
https://scholars.indianastate.edu/jcehe/vol5/iss1/11
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons