Community Conversations Shape Reciprocal Partnerships for Social Justice: A Case Study of a Comprehensive Service-Learning Initiative in a Teacher Education Program

Authors

  • Alan Tinkler University of Vermont
  • Barri Tinkler The University of Vermont

Keywords:

community, refugees, English learners, service-learning

Abstract

Our teacher education program pursued a Learn and Serve grant with the goal of integrating service-learning experiences throughout the teacher education course sequence. We approached this work with social justice goals in mind, employing community conversations to ensure a participatory process when working with community partners, and we sought to design and implement experiences that prompted our preservice teachers to think beyond the confines of their own experiences as learners. This case study describes this comprehensive initiative, including the conceptual model we used to frame our work. In addition, we describe the results of research we employed to explore the impact of the initiative on the community and on our students.

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Author Biographies

Alan Tinkler, University of Vermont

Associate Professor, Department of Education, College of Education and Social Services, University of Vermont

Barri Tinkler, The University of Vermont

Associate Professor, Department of Education, College of Education and Social Services, University of Vermont

Published

2018-03-12

How to Cite

Tinkler, A., & Tinkler, B. (2018). Community Conversations Shape Reciprocal Partnerships for Social Justice: A Case Study of a Comprehensive Service-Learning Initiative in a Teacher Education Program. International Journal of Research on Service-Learning in Teacher Education, 5(1), 1-12. Retrieved from https://ijrslte.journal.library.uta.edu/index.php/IJRSLTE/article/view/61

Issue

Vol. 5 (2017)

Section

Articles
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