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1	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727
2	Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement Horner Schwarz, Kaylan 01 January 2011 (has links) This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently graduated secondary school students from widely contrasting socio-economic settings showed ways in which diverse participants perceived their community involvement activities, the support for community involvement in their schools, and their associated opportunities to develop capacity to make changes toward a more socially just world. Results indicated that low-income participants reported dissimilar experiences from high-income participants, in relation to the support for community involvement provided by school staffs, participants' direct or distant relationships with service recipients, and their sense of individual and collective agency to effect change. Thus, this study challenges the assumption that all students in Ontario have equal access to the citizenship education learning opportunities embedded in meaningful community involvement activities. citizenship education community service community involvement secondary school students social class socio-economic status adult role models teacher mentorship critical pedagogy qualitative research quantitative research mixed method Ontario curriculum reflection social justice service learning graduation requirement mandatory high school students youth adolescent young people active citizenship agency self-efficacy social change privilege volunteer independent school private school public school alternative school at-risk high-income low-income social problems service recipients mandated focus group survey Canada citizen participation comparative access 0727

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Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement

Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement