Rachel Counts Butler University
Faculty Sponsor(s): Margaret Brabant Butler UniversityOver the past few decades, our society has become increasingly wrought with competitive individualism. The basic foundation of community has been manipulated by self-ambitious desires and the lack of civic virtue. This troubling reality can be addressed by returning schools to their original function as a model of community. Learning and living intersect when knowing becomes the way one lives. It is, therefore, vital that schools consider a pedagogical approach that allows students to wrestle with cognitive dissonance, or “the willingness to be disturbed,” by engaging with aspects of society outside their objective lens, and an approach that reignites their love of learning. The service-learning pedagogy has the ability to reframe learning within the context of community and inculcate civic virtues to sustain democratic principles. It focuses on the activism of learning to build broader connections to the self and others in the community. In order for this pedagogical approach to be sustainable within the K-12 public school system, the way in which it is implemented is imperative. From I to You to We will focus on two case studies to assess effective strategies for implementation of service-learning into the K-12 school system. The first will concentrate on the implementation of the pedagogy through state policy in Arkansas. The second will focus on Georgia’s implementation of service-learning through the use of the accredited organization, 4-H, which reflects the pedagogy. I will use both case studies to illuminate possible strategies for the implementation of service-learning in Ohio schools.
Competitive Paper--All Disciplines (includes an Oral Presentation)
Competitive Paper (includes an Oral Presentation)
When & Where
Jordan Hall 242