{"id":2439,"date":"2024-12-12T18:55:06","date_gmt":"2024-12-12T21:55:06","guid":{"rendered":"https:\/\/repository.uniservitate.org\/?post_type=resources-repository&p=2439"},"modified":"2024-12-12T18:55:06","modified_gmt":"2024-12-12T21:55:06","slug":"integrating-youth-voice-in-service-learning","status":"publish","type":"resources-repository","link":"https:\/\/repository.uniservitate.org\/es\/resources-repository\/integrating-youth-voice-in-service-learning\/","title":{"rendered":"Integrating youth voice in service-learning"},"content":{"rendered":"

Researchers have found that high-quality service learning programs are rich with benefits for schools, communities, and students. One hallmark of successful service learning programs is that they honor youth voice (meaning that they include young people in the creation and implementation of service opportunities). Elementary, middle, and high school students can all contribute meaningfully to their communities and shape service learning experiences with their ideas and insights. Because of the many benefits, many schools now strongly encourage or mandate service hours as a requirement for graduation. Research has identified strategies for overcoming the following challenges facing service learning: (1) not everyone shares the same definition of \u00abyouth voice\u00bb; (2) adults and young people have preconceived notions about one another’s understanding of and capacity for a truly successful youth voice component; (3) not everyone in the organization buys into the concept or practice of youth voice or wants it incorporated; (4) youth voice often becomes merely the \u00abtokenizing\u00bb of young people; (5) the teacher, educator, or other adult has difficulty relinquishing decision-making responsibilities to young people. (The strategies are included, along with six research-identified recommendations for adults, eight recommendations for policymakers, and seven recommendations for young people involved in service learning. The bibliography lists 47 references\/resources and the World Wide Web addresses of 24 resource organizations.) (MN)<\/span><\/p>\n

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Los investigadores han descubierto que los programas de aprendizaje-servicio de alta calidad son muy beneficiosos para las escuelas, las comunidades y los estudiantes. Uno de los rasgos distintivos de los programas de aprendizaje servicio de \u00e9xito es que respetan la voz de los j\u00f3venes (es decir, que incluyen a los j\u00f3venes en la creaci\u00f3n y puesta en pr\u00e1ctica de las oportunidades de servicio). Los estudiantes de primaria, secundaria y bachillerato pueden contribuir de forma significativa a sus comunidades y dar forma a las experiencias de aprendizaje servicio con sus ideas y puntos de vista. Debido a sus numerosas ventajas, muchos centros escolares fomentan u obligan a realizar horas de servicio como requisito para graduarse. La investigaci\u00f3n ha identificado estrategias para superar los siguientes retos a los que se enfrenta el aprendizaje servicio: (1) no todo el mundo comparte la misma definici\u00f3n de \u00abvoz de los j\u00f3venes\u00bb; (2) los adultos y los j\u00f3venes tienen ideas preconcebidas sobre la comprensi\u00f3n y la capacidad de unos y otros para un componente de voz de los j\u00f3venes realmente exitoso; (3) no todo el mundo en la organizaci\u00f3n compra el concepto o la pr\u00e1ctica de la voz de los j\u00f3venes o quiere que se incorpore; (4) la voz de los j\u00f3venes a menudo se convierte simplemente en la \u00absimbolizaci\u00f3n\u00bb de los j\u00f3venes; (5) el profesor, educador u otro adulto tiene dificultades para ceder responsabilidades de toma de decisiones a los j\u00f3venes. (Se incluyen las estrategias, junto con seis recomendaciones para adultos identificadas por la investigaci\u00f3n, ocho recomendaciones para los responsables pol\u00edticos y siete recomendaciones para los j\u00f3venes que participan en el aprendizaje servicio. La bibliograf\u00eda enumera 47 referencias\/recursos y la web de 24 recursos y organizaciones.<\/span><\/p>\n

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Les chercheurs ont constat\u00e9 que les programmes d’apprentissage par le service de grande qualit\u00e9 sont riches en avantages pour les \u00e9coles, les communaut\u00e9s et les \u00e9l\u00e8ves. L’une des caract\u00e9ristiques des programmes d’apprentissage par le service qui r\u00e9ussissent est qu’ils donnent la parole aux jeunes (c’est-\u00e0-dire qu’ils les font participer \u00e0 la cr\u00e9ation et \u00e0 la mise en \u0153uvre des activit\u00e9s de service). Les \u00e9l\u00e8ves de l’\u00e9cole primaire, du coll\u00e8ge et du lyc\u00e9e peuvent tous contribuer de mani\u00e8re significative \u00e0 leur communaut\u00e9 et fa\u00e7onner les exp\u00e9riences d’apprentissage par le service en y apportant leurs id\u00e9es et leurs points de vue. En raison des nombreux avantages qu’elles pr\u00e9sentent, de nombreuses \u00e9coles encouragent fortement ou imposent des heures de service pour l’obtention d’un dipl\u00f4me. La recherche a identifi\u00e9 des strat\u00e9gies pour surmonter les d\u00e9fis suivants auxquels est confront\u00e9 l’apprentissage par le service : (1) tout le monde ne partage pas la m\u00eame d\u00e9finition de la \u00ab voix des jeunes \u00bb ; (2) les adultes et les jeunes ont des id\u00e9es pr\u00e9con\u00e7ues sur la compr\u00e9hension qu’ont les uns et les autres de la composante \u00ab voix des jeunes \u00bb et sur leur capacit\u00e9 \u00e0 la mettre en \u0153uvre avec succ\u00e8s ; (3) tous les membres de l’organisation n’adh\u00e8rent pas au concept ou \u00e0 la pratique de la voix des jeunes ou ne souhaitent pas qu’elle soit int\u00e9gr\u00e9e ; (4) la voix des jeunes devient souvent une simple \u00ab symbolisation \u00bb des jeunes ; (5) l’enseignant, l’\u00e9ducateur ou un autre adulte a du mal \u00e0 c\u00e9der ses responsabilit\u00e9s d\u00e9cisionnelles aux jeunes. (Les strat\u00e9gies sont incluses, ainsi que six recommandations identifi\u00e9es par la recherche pour les adultes, huit recommandations pour les d\u00e9cideurs politiques et sept recommandations pour les jeunes impliqu\u00e9s dans l’apprentissage par le service. La bibliographie r\u00e9pertorie 47 r\u00e9f\u00e9rences\/ressources et les adresses Internet de 24 organisations ressources). (MN)
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link<\/span><\/div><\/span>
\nhttps:\/\/eric.ed.gov\/?id=ED452425<\/a>
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Researchers have found that high-quality service learning programs are rich with benefits for schools, communities, and students. One hallmark of successful service learning programs is that they honor youth voice (meaning that they include young people in the creation and implementation of service opportunities). Elementary, middle, and high school students can all contribute meaningfully to […]<\/p>\n","protected":false},"template":"","resource_tags":[205,206,285,216,286,210],"resource_collection":[124],"resource_formats":[340],"class_list":["post-2439","resources-repository","type-resources-repository","status-publish","hentry","resource_tags-pedagogy","resource_tags-research","resource_tags-service-learning-community-based-learning","resource_tags-social-engagement","resource_tags-student-protagonist","resource_tags-youths","resource_collection-students-participation-and-protagonism","resource_formats-text"],"_links":{"self":[{"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resources-repository\/2439","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resources-repository"}],"about":[{"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/types\/resources-repository"}],"wp:attachment":[{"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/media?parent=2439"}],"wp:term":[{"taxonomy":"resource_tags","embeddable":true,"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resource_tags?post=2439"},{"taxonomy":"resource_collection","embeddable":true,"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resource_collection?post=2439"},{"taxonomy":"resource_formats","embeddable":true,"href":"https:\/\/repository.uniservitate.org\/es\/wp-json\/wp\/v2\/resource_formats?post=2439"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}