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Teaching to Transform Baltimore

Teaching to Transform Baltimore

Stephanie A. Flores-Koulish
Copyright: © 2022 |Pages: 16
ISBN13: 9781668438770|ISBN10: 1668438771|EISBN13: 9781668438787
DOI: 10.4018/978-1-6684-3877-0.ch058
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MLA

Flores-Koulish, Stephanie A. "Teaching to Transform Baltimore." Research Anthology on Service Learning and Community Engagement Teaching Practices, edited by Information Resources Management Association, IGI Global, 2022, pp. 1088-1103. https://doi.org/10.4018/978-1-6684-3877-0.ch058

APA

Flores-Koulish, S. A. (2022). Teaching to Transform Baltimore. In I. Management Association (Ed.), Research Anthology on Service Learning and Community Engagement Teaching Practices (pp. 1088-1103). IGI Global. https://doi.org/10.4018/978-1-6684-3877-0.ch058

Chicago

Flores-Koulish, Stephanie A. "Teaching to Transform Baltimore." In Research Anthology on Service Learning and Community Engagement Teaching Practices, edited by Information Resources Management Association, 1088-1103. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-3877-0.ch058

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Abstract

In this chapter, the author highlights a case study from Baltimore, Maryland where one parent's classroom collaboration helped to educate over 100 fourth graders about how state government works. Specifically, the chapter details how the parent became inspired by her son's teacher's back-to-school night presentation, and how that led to their future collaboration on a social studies service learning unit. Social movement theory motivated the parent, while the students gained a deep, authentic understanding of the content as well as democratic advocacy skills as a result of this more meaningful teacher/parent collaboration.

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