Suchergebnisse

This item is part of the Political & Rights Issues & Social Movements (PRISM) digital collection, a collaborative initiative between Florida Atlantic University and University of Central Florida in the Publication of Archival, Library & Museum Materials (PALMM).

The U.S. K–12 public education system is fundamentally unequal. What efforts can facilitate students to become deeply immersed in the realities of the system and to embody the need for social change? This article investigates scaffolded, semester-long writing assignments to demonstrate patterns in the three tenets of critical community-engaged learning (authentic relationship development, reducing power differentials, social change orientation). The assignments come from three cohorts of a Sociology of Education course in which undergraduates spent early mornings walking with elementary school children. As efforts were made to deepen the community-engaged partnership, there is corresponding evidence in (1) the ways students humanized social problems through authentic relationship development, (2) the ways they detailed moments of youth-led activities in which power differentials were diminished, and (3) how students' reflective thoughts more frequently focused upon social change.

by Joseph E. Johnston ; Volltext // Exemplar mit der Signatur: München, Bayerische Staatsbibliothek -- Am.b. 1919

Letter from Joseph E. Johnston to Winnie, written at Charlotte, N.C. on April 23, 1865, less than two weeks after General Lee's surrender at Appomattox and the assassination of Abraham Lincoln. Johnston discusses the state of his forces and the Confederacy. ; https://digitalcommons.wofford.edu/littlejohnmss/1016/thumbnail.jpg