Service-Learning and Social Justice: Engaging Students in Social Change Review

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Service-Learning and Social Justice: Engaging Students in Social Change ReviewMs. Cipolle has been teaching French at Benilde-St. Margaret's School in Minnesota, USA since 1976. As she became a more experienced professional, her vocational purpose shifted from teaching French to developing social justice consciousness among students, in line with her school's commitment to Catholic social teachings. She has initiated and supported service-learning programs that have aimed to develop social justice within students. Her long tenure at the school has allowed her to address a question that I often face as well as a service-learning practitioner: what long-term impact does high school service learning programs make on students? Through her longitudinal research she developed a theory that responds to this question, which identifies four essential elements of critical consciousness: self awareness, awareness of others, awareness of social issues, ethic of service/change agent (p. 11). She also offers a developmental path in which students grow from charity to caring to social justice to critical consciousness (p. 58). In the second half of the book, she offers practical advice for developing social justice education programs, even including a brief section on social entrepreneurship (p. 131), a concept that my students in Hong Kong find very attractive. This is a serious, thorough, and well-written book with many similarities to ideas discussed in my blog on social conscience education.Service-Learning and Social Justice: Engaging Students in Social Change OverviewService-Learning and Social Justice provides everything administrators and teachers need to build service-learning programs that prepare students as engaged citizens committed to equity and justice. Cipolle describes practical strategies for classroom teachers along with the theoretical framework so readers can deftly move beyond the book to a meaningful program for their schools. Writing in a conversational style, the author explains service-learning's unlimited potential in terms of student empowerment and academic achievement and as tool in developing a student's a lifetime commitment to service and social justice. This book's contribution to new knowledge and practice is three-fold as it promotes (a) understanding of how individuals become committed to social justice, (b) identification of how one's orientation to service-learning and social justice changes as one develops a more critical consciousness, and (c) practical strategies that teachers can use to support and guide students as they become more critically aware. Practitioners will improve their service-learning programs and have a framework for preparing students for their experiences, as well as ideas for reflection activities. Educators will gain a better understanding of the psychology and sociology of developing a commitment to service for social justice.

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How to Teach Students Who Don't Look Like You: Culturally Relevant Teaching Strategies Review

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How to Teach Students Who Don't Look Like You: Culturally Relevant Teaching Strategies ReviewLike so many good how-to books, _How to Teach Students Who Don't Look Like You: Culturally Relevant Teaching Strategies_ delivers more than it promises. While it does indeed include many strategies for teaching students whose background and culture differ from the teacher's, many of the strategies -- such as building relationships with students and creating an environment where students interact positively with each other -- are beneficial in *any* classroom.
Author Bonnie M. Davis has given us something all too rare: a book that is thoroughly researched (with a bibliography of 8 1/2 pages) yet easily readable. No doubt this follows naturally from Davis's own experience: Her Ph.D. in English is complemented by thirty-seven years teaching in a variety of classrooms.
_How to Teach Students Who Don't Look Like You_ is a valuable resource for any teacher. It provides opportunities for readers to reflect and respond, to examine their own thoughts and feelings, to set goals. The book can be used by one person, by a school group for professional development, or by a class of preservice teachers. In the Facilitator's Guide at the end of the book Davis suggests particular chapters that would be appropriate for 60- or 90-minute workshops with various groups. Using the book with a group (even a group of two) including people from different cultures adds a new dimension to the study.
Davis gently leads her audience, first inviting readers to examine themselves and their own culture. Once we recognize that we look at the world through a "unique lens," we are more likely to recognize that others do, too. The better we understand people's culture, the better we can understand and relate to (and teach) them.
Davis includes many practical, concrete suggestions for valuing other cultures. She challenges educators to consider how far into their school students must walk before they find someone who "looks like them" or find other evidence of their culture. If a student is not validated by his or her academic environment, is it realistic to expect that student to succeed academically?
About one third of _How to Teach Students Who Don't Look Like You_ includes specific teaching strategies, indicating appropriate levels and subjects for each. Davis devotes several chapters to the development of literacy skills, collaborative projects, and multidisciplinary experiences.
_How to Teach Students Who Don't Look Like You_ is likely to encourage and inspire teachers who are frustrated or overwhelmed. Its practical, concrete approach provides educators with suggestions they can implement immediately so that they begin to see a difference in their students.How to Teach Students Who Don't Look Like You: Culturally Relevant Teaching Strategies OverviewThis practical workbook's strategies, proven activities, reflective questions, staff development activities, and facilitator's guide will teach how to effectively reach culturally and ethnically diverse students.

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