Using Critical Service-Learning to Prepare Future Teachers to Enact School Reform Principles That Empower Youth

• In Event: Interrupting Hegemonic Practices in Teacher Education Through Youth-Driven, Queer, and Translanguaging Pedagogies

Abstract

Our state recently legislated school reform that includes three elements: proficiency-based learning, personalized learning, and flexible pathways to graduation. Enacting these mandates requires fostering youth voice. When redesigning our courses to model these principles, our teacher education program added a critical service-learning experience to a content literacy course providing one-on-one academic support to resettled refugee youth. This qualitative study examines the impacts of that service-learning experience and found that the experience: 1) cultivated an awareness of individuals learners, 2) increased the understanding of pedagogical practices for diverse learners, 3) fostered a sense of cultural humility, and 4) broadened understanding of the community. Taken together, these impacts help prepare future teachers to enact school reform in ways that empower youth.

Authors

• Alan Scott Tinkler, Missouri State University

• Barri E. Tinkler, Missouri State University