The DOI matches its Crossref record; 29 of the 29 references it cites were found in a registry or an index.
What Teacher Candidates Learned About Diversity, Social Justice, and Themselves From Service-Learning Experiences
Abstract
This article examines how service-learning provides undergraduate teacher candidates opportunities to cultivate deeper understandings of diversity, social justice, and themselves. Participants were from a mid-Atlantic university and a rural southeastern university. Although from different regions, the teacher candidates shared predominantly White, middle-class backgrounds. Three themes framed the discussion—preconceived notions about teaching in diverse settings, how preconceived notions were overcome (or reinforced), and “learning about myself as a teacher.” Findings suggest that service-learning, emphasizing multiculturalism and social justice, has the potential for empowering prospective teachers to confront injustices and to begin deconstructing lifelong attitudes and constructing socially just practices.
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Cited by
Castro, A. J. (2010) · Educational Researcher · doi:10.3102/0013189x10363819 · Cited by 331
Civitillo, S., Juang, L. P., & Schachner, M. K. (2018) · Educational Research Review · doi:10.1016/j.edurev.2018.01.003 · Cited by 174
Peralta, L. R., O’Connor, D., Cotton, W. G., & Bennie, A. (2016) · Teaching Education · doi:10.1080/10476210.2015.1113248 · Cited by 43
(2015) · Cited by 8
Metadata
- Authors
- Baldwin, S. C., Buchanan, A. M., & Rudisill, M. E.
- Venue
- Journal of Teacher Education
- Publisher
- SAGE Publications
- Published
- 2007-09
- Volume
- 58
- Issue
- 4
- Pages
- 315-327
- ISSN
- 0022-4871 (ISSN-L)
- 1552-7816
- OpenAlex
- W1967724978
- Cited by
- 395
- References
- 29
- FWCI
- 52.22
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
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