Social Ecology of Engaged Learning: Contextualizing Service-Learning With Youth

Social Ecology of Engaged Learning: Contextualizing Service-Learning With Youth

Joan Arches (University of Massachusetts – Boston, USA), Chi-kan Richard Hung (University of Massachusetts – Boston, USA) and Archana Patel (University of Massachusetts – Boston, USA)
Copyright: © 2018 |Pages: 11
DOI: 10.4018/978-1-5225-2900-2.ch011
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Abstract

This chapter presents a community-university partnership model of service-learning with urban, low income, middle school youth of color focused on promoting agency and efficacy through an All Star Anti-violence Youth Summit. The summit combined basketball and small group activities to define, analyze, and address the issue of gun violence in the community. The approach is intergenerational and intercultural, and was implemented through a semester long Civic Engagement service-learning class. The diverse group of students at a large, urban, public University applied the concepts of critical service-learning, British Social Action, positive youth development, and civic engagement.
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Introduction

This chapter presents a community-university partnership model of service-learning with urban, low-income, middle school youth of color focused on promoting agency and efficacy. The model is intergenerational and intercultural, incorporates service-learning, and is mindful of the socially marginalized status of the youth and the learning needs of multicultural, urban, public university students ranging in age from 18-55 years.

Applying the concepts of critical service-learning (Mitchell, 2008) and sociological and behavioral science theories as they apply to youth development and civic engagement (Arches, 2013; Arches & Fleming, 2007; Bronfenbrenner, 1986; Delgado & Staples, 2007; Hamilton & Hamilton, 2007; Mills, 1970; Stoecker & Beckman, 2010; Vygotsky, 1978), this model was embedded in a semester-long Civic Engagement class project.

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