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Fostering Social Justice through Service-Learning in Early Childhood teacher education
As early childhood teacher education programs have begun to place greater emphasis on standards and
accountability, there has been less focus on working with the community, and especially working on
important social justice issues (Kroll, 2013). In this paper we argue that integrating service-learning
and teacher education is a strategy for increasing awareness of social justice issues for young children,
age three to grade three. Through the use of questionnaires and interviews to collect our data, we found
that implementing a cascading service-learning model in teacher education programs has a positive
transformative effect on Pre-Service Teachers. Additionally, we examined the effects of social justice
service-learning projects on young children. The results from the data indicated that implementing a
social justice service-learning project with these participants had a great impact or transformation on
them.
Social Justice, Service-Learning, Teacher education, Early childhood.
Winterbottom, C., Lake, V.E., Ethridge, E.A., Kelly, L., & Stubblefield, J.L. (2013). Fostering Social Justice through Service-Learning in Early Childhood Teacher Education. International Journal of Education for Social Justice (RIEJS), 2(2),
33-53.
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