Social Action, Service Learning, and Youth Development

Abstract

Abstract

University service-learning students worked with middle school youth, in a social change project, addressing positive youth development and civic engagement. Based on their knowledge of positive youth development theory and British Social Action they  facilitated a weekly group in which the youth identified  combatting oppression by teachers (adultism) for their project. They discussed the problem, designed surveys, analyzed the data, and presented their findings. The youth demonstrated individual competencies and connected with adults while they learned to work collectively in a community change project.