The prevalence of service-learning in K-12 schools has continued to decline over the past decade. Much of this decline has been associated with restrictive federal and state policies that have narrowed curricular content and limited instructional techniques. Despite these oppressive polices and pressures, nearly a quarter (24%) of all K-12 schools still integrate service activities into classroom curricula through service-learning. It is unclear how these schools and teachers are able to navigate through these challenging times to engage their students in service-learning experiences. The purpose of this study was to explore and describe how classroom teachers navigate restrictive and oppressive educational systems to engage their students in critical service-learning experiences.
- teacher education,
- social justice
Available at: http://works.bepress.com/steven_hart/6/