Teaching Social Justice through Community Engagement
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| Title: | Teaching Social Justice through Community Engagement |
|---|---|
| Language: | English |
| Authors: | Closson, Rosemary, Mullins Nelson, Barbara |
| Source: | International Journal for the Scholarship of Teaching and Learning. Jan 2009 3(1). |
| Availability: | Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Social Justice, Community Involvement, Teaching Methods, Grounded Theory, Adult Education, Focus Groups, State Universities, Housing, Construction Programs, Nonprofit Organizations, Reflection, Student Attitudes, Individual Development, Experiential Learning, Social Change, Qualitative Research |
| Geographic Terms: | Tennessee (Memphis), Florida, Florida (Tampa) |
| ISSN: | 1931-4744 |
| Abstract: | This research was motivated by our desire for our students to achieve a deeper appreciation for the social justice aspect of our field, adult education, and also to engage them with the community. We sought to accomplish these ends as students at two different state universities volunteered to build a home with Habitat for Humanity. Data was collected using focus groups and reflective papers and analyzed using a constant-comparative method. We found that student engagement with Habitat for Humanity resulted in students' personal growth and to a lesser extent they learned something about the potential of adult education to contribute to a more equitable and just society. |
| Abstractor: | As Provided |
| Number of References: | 35 |
| Entry Date: | 2017 |
| Accession Number: | EJ1136524 |
| Database: | ERIC |
| Abstract: | This research was motivated by our desire for our students to achieve a deeper appreciation for the social justice aspect of our field, adult education, and also to engage them with the community. We sought to accomplish these ends as students at two different state universities volunteered to build a home with Habitat for Humanity. Data was collected using focus groups and reflective papers and analyzed using a constant-comparative method. We found that student engagement with Habitat for Humanity resulted in students' personal growth and to a lesser extent they learned something about the potential of adult education to contribute to a more equitable and just society. |
|---|---|
| ISSN: | 1931-4744 |
