社会学想象的多元应用:服务学习辅导的质性研究

Q3 Social Sciences
Laura C. Atkins, Shelley B. Grant
{"title":"社会学想象的多元应用:服务学习辅导的质性研究","authors":"Laura C. Atkins, Shelley B. Grant","doi":"10.1177/19367244211021390","DOIUrl":null,"url":null,"abstract":"This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.","PeriodicalId":39829,"journal":{"name":"Journal of Applied Social Science","volume":"19 1","pages":"328 - 345"},"PeriodicalIF":0.0000,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Diverse Applications of Sociological Imagination: A Qualitative Study of Service-Learning Mentoring\",\"authors\":\"Laura C. Atkins, Shelley B. Grant\",\"doi\":\"10.1177/19367244211021390\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.\",\"PeriodicalId\":39829,\"journal\":{\"name\":\"Journal of Applied Social Science\",\"volume\":\"19 1\",\"pages\":\"328 - 345\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-06-24\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Applied Social Science\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/19367244211021390\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied Social Science","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/19367244211021390","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 1

摘要

这个项目扩展了关于学生不同背景和经历与服务学习和社会正义交织在一起的关键方式的讨论。教育工作者需要授权下一代探索他们的观点,运用他们的技能,并参与社会问题。该研究与复杂的对话有关学生的观点,关于媒体的表现,司法系统的反应,并在风险青年的观点相交。从104名参与的学生导师那里获得的定性反思数据提供了洞察服务学习者独特的个人经历和社会学想象如何影响他们对青年、指导经历和社会正义的看法。研究结果聚焦于课堂多样性,并扩展了社会正义实践和服务学习教学法的对话。通过反身性,研究人员考虑了他们自己的社会正义和服务学习实践,并呼吁在社区参与的社会学课堂上进行更大的反身性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Diverse Applications of Sociological Imagination: A Qualitative Study of Service-Learning Mentoring
This project expands discussions regarding critical ways that students’ diverse backgrounds and experiences intertwine with service-learning and social justice. Educators need to empower the next generation to explore their views, apply their skills, and engage with social issues. The research intersects with complex conversations about students’ perspectives regarding media representations, justice system responses, and views of at-risk youth. The project spanned four semesters of a sociology of media and crime course with service-learning mentoring. Qualitative reflection data drawn from 104 participating student mentors provided insights into how service-learners’ unique personal histories and sociological imaginations inform their views of youth, the mentoring experience, and social justice. The findings focus attention upon diversity within classrooms and expand the conversation about social justice praxis and service-learning pedagogy. Through reflexivity, the researchers consider their own social justice and service-learning practices, and add to the call for greater reflexivity within community-engaged sociology classrooms.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Applied Social Science
Journal of Applied Social Science Social Sciences-Social Sciences (all)
CiteScore
1.20
自引率
0.00%
发文量
21
期刊介绍: The Journal of Applied Social Science publishes research articles, essays, research reports, teaching notes, and book reviews on a wide range of topics of interest to the social science practitioner. Specifically, we encourage submission of manuscripts that, in a concrete way, apply social science or critically reflect on the application of social science. Authors must address how they either improved a social condition or propose to do so, based on social science research.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信