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In: Journal of community practice: organizing, planning, development, and change sponsored by the Association for Community Organization and Social Administration (ACOSA), Band 16, Heft 3, S. 293-315
ISSN: 1543-3706
Educational support is a fundamental dimension in the growth and development of individuals and groups. Teaching through care for the relations, climate and educational style constitutes a way to create personal and social itineraries enriched with experiential nuances in the planning of projects from methodological approaches such as Service-Learning (SL).In particular, the educational style of SL and the supporter attitude are able to grant the pedagogical role of every experience to learners. Besides, this leadership cannot be forged without the participation of all the stakeholders. As a result, in this work, a study of educational support as a process, focusing on the democratic and pro-social leadership of the educators as well as on the pedagogical role and leadership of the learners is presented. Moreover, SL is shown here an educational proposal that allows to "learn while a service is done to the community". Finally, some orientations for the educational role in SL projects are offered.Thus, the youth (or any other stakeholder) is considered as a subject with rights and responsibilities; participants of a learning process with practical relevance where they can make significant contributions to the community while consolidating their own personal and collective history.
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In: New directions for youth development: theory, research, and practice, Band 2008, Heft 118, S. 91-95
ISSN: 1537-5781
AbstractService‐learning, by its very nature, fosters young people's spiritual development, especially in experiencing a sense of interconnectedness with others and the rest of the world; opening one's heart; and expanding self‐inquiry and self‐knowledge.
In: Routledge research in international and comparative education
World Affairs Online
In: Social studies: a periodical for teachers and administrators, Band 107, Heft 4, S. 137-144
ISSN: 2152-405X
In: Journal of Latinos and education: JLE, Band 3, Heft 4, S. 267-271
ISSN: 1532-771X
In: Emerald points
In: Education and urban society, Band 28, Heft 2, S. 208-223
ISSN: 1552-3535
In: Human rights quarterly: a comparative and international journal of the social sciences, humanities, and law, Band 26, Heft 1, S. 189-207
ISSN: 0275-0392
In: Journal of political science education, Band 7, Heft 2, S. 196-207
ISSN: 1551-2177
In: Decision sciences journal of innovative education, Band 9, Heft 1, S. 101-106
ISSN: 1540-4595
In: Decision sciences journal of innovative education, Band 2, Heft 1, S. 57-63
ISSN: 1540-4595
In: Journal of prevention & intervention in the community, Band 18, Heft 1-2, S. 111-123
ISSN: 1540-7330
In: PS: political science & politics, Band 36, Heft 4, S. 773-776
ISSN: 0030-8269, 1049-0965
Presents several activities from a political science course, Human Rights/Human Wrongs, to demonstrate the value of a service-learning course that blends academic rigor with service & blends community-based experience into the political science classroom. Service learning challenges students to leave their comfort zones to accomplish hands-on work with people within the community. Students were required to apply theoretical knowledge to political asylum cases in the York County Prison, INS detention facility. Cases from Haiti, Nigeria, Uganda, Sierra Leone, Cameroon, Togo, & Liberia were studied with the assistance of the Coalition for Immigrants Rights at the Community Level. A successful program can help students to revisit their prejudices & stereotypes. To successfully carry out such a program, a strong working relationship between the faculty member & the community partner must be developed. 8 References. L. A. Hoffman
In: Social policy report, Band 13, Heft 4, S. 1-23
ISSN: 2379-3988