Developing Critical Consciousness and Social Justice Self-Efficacy: Lessons From Feminist Community Engagement Student Narratives.
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| Title: | Developing Critical Consciousness and Social Justice Self-Efficacy: Lessons From Feminist Community Engagement Student Narratives. |
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| Authors: | Clark-Taylor, Angela1 |
| Source: | Journal of Higher Education Outreach & Engagement. 2017, Vol. 21 Issue 4, p81-115. 35p. |
| Subject Terms: | *Self-efficacy in students, *Community involvement, Social justice |
| Abstract: | As community engagement continues to be institutionalized within colleges and universities, it is increasingly important that it retain its founding mission to prepare engaged citizens to address societal issues and contribute to the public good. Unfortunately, dominant models of community engagement remain charity focused and thereby reinforce social hierarchies that undermine higher education's mission of public good. Though many studies have focused on critiquing charity-focused models of community engagement, few studies offer alternative approaches. Utilizing an intrinsic single-case-study approach, this study investigates what can be learned from the narratives of 12 students in a community engagement program that uses feminist pedagogy. The findings suggest that a feminist approach to community engagement can be a catalyst for students to develop critical consciousness and social justice self-efficacy by addressing issues of privilege and oppression in community-engaged work in ways that current community engagement models have yet to operationalize. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 126760515 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Developing Critical Consciousness and Social Justice Self-Efficacy: Lessons From Feminist Community Engagement Student Narratives. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Clark-Taylor%2C+Angela%22">Clark-Taylor, Angela</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Higher+Education+Outreach+%26+Engagement%22">Journal of Higher Education Outreach & Engagement</searchLink>. 2017, Vol. 21 Issue 4, p81-115. 35p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Self-efficacy+in+students%22">Self-efficacy in students</searchLink><br />*<searchLink fieldCode="DE" term="%22Community+involvement%22">Community involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: As community engagement continues to be institutionalized within colleges and universities, it is increasingly important that it retain its founding mission to prepare engaged citizens to address societal issues and contribute to the public good. Unfortunately, dominant models of community engagement remain charity focused and thereby reinforce social hierarchies that undermine higher education's mission of public good. Though many studies have focused on critiquing charity-focused models of community engagement, few studies offer alternative approaches. Utilizing an intrinsic single-case-study approach, this study investigates what can be learned from the narratives of 12 students in a community engagement program that uses feminist pedagogy. The findings suggest that a feminist approach to community engagement can be a catalyst for students to develop critical consciousness and social justice self-efficacy by addressing issues of privilege and oppression in community-engaged work in ways that current community engagement models have yet to operationalize. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Higher Education Outreach & Engagement is the property of University of Georgia, Office of the Vice President for Public Service & Outreach and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=126760515 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 35 StartPage: 81 Subjects: – SubjectFull: Self-efficacy in students Type: general – SubjectFull: Community involvement Type: general – SubjectFull: Social justice Type: general Titles: – TitleFull: Developing Critical Consciousness and Social Justice Self-Efficacy: Lessons From Feminist Community Engagement Student Narratives. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Clark-Taylor, Angela IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: 2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 15346102 Numbering: – Type: volume Value: 21 – Type: issue Value: 4 Titles: – TitleFull: Journal of Higher Education Outreach & Engagement Type: main |
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