Social Activism and Extended Education
| Autor: | Chitra Golestani |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
Female student
Civic education Schulpädagogik Secondary education Teaching staff California Kooperation Kalifornien Partnerships in education Male student Activism Sociology Lehrer media_common Student union Citizenship education Praxis Learning behavior Human rights 05 social sciences 050301 education Public relations Political education Pupils Lehrpersonal Kritische Theorie Female teacher Politischer Protest Social action Schüler Global citizenship Außerschulische Jugendbildung Out-of-school education Positive Youth Development 050104 developmental & child psychology Global Approach Erziehung Schul- und Bildungswesen media_common.quotation_subject Teacher behaviour Teachers' behavior Education ddc:370 Politische Bildung 0501 psychology and cognitive sciences Critical theory Global citizenship education USA Middle Schools Vergleichende Erziehungswissenschaft Women Teachers Program business.industry Teacher Globales Denken Social change Female pupil Hochschulpartnerschaft Pupil Politische Erziehung Staatsbürgerliche Erziehung Sekundarbereich High School Cooperation Programm Out of school education Aktivismus Soziales Handeln Middle School Consciousness business 0503 education |
| Zdroj: | International journal for research on extended education : IJREE 4 (2016) 2, S. 110-127 |
| ISSN: | 2196-7423 2196-3673 |
| DOI: | 10.3224/ijree.v4i2.25784 |
| Popis: | Partnerships between schools and non-governmental organizations (NGOs) are common in extended education providing students broader choices in after-school programing. This article explores how collaboration between educators teaching in after-school clubs and an international human rights NGO, Invisible Children, mobilized student activism across the United States in middle schools, high schools and on junior college campuses. This study suggests that collaboration between teachers in and out-of-school time (OST) with one or more NGOs produced insights in three categories: 1) teachers’ perceptions about student sociopolitical consciousness (SPC), 2) teacher pedagogy and praxis, and 3) student leadership and activism. The results pose opportunities to conduct further research on: 1) the impact of a mutually reinforcing process of teacher and student activism, 2) benefits and constraints of NGO collaboration within schools, and 3) emergence of global citizenship education for sustainable social change. Keywords: After-school, student activism, global citizenship, youth development ----- Bibl iography: Golestani, Chitra: Social Activism and Extended Education, IJREE, Vol. 4, Issue 2-2016, pp. 110-127. https://doi.org/10.3224/ijree.v4i2.25784 |
| Databáze: | OpenAIRE |
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