Restrictive Citizenship

Abstract

Citizenship education that uses service-learning continues to be implemented in a manner that may restrict many students from full, meaningful participation. The authors contend that much of the literature on civic-oriented service-learning unnecessarily positions successful projects at the extremes: (a) political socialization versus civic altruism and (b) monism versus cultural pluralism. Each extreme, while seemingly supportive of advancing important objectives of citizenship, limits the experience of service-learning participants through narrowly conceived visions of civic action. These differing visions significantly affect the participation of students with disabilities, limiting access for some students and weakening the overall potential to foster sustained, age- and ability-appropriate engagement in civic life. After a discussion of how restrictive service-learning opportunities affect those with disabilities, the authors call for more civic-orientated service-learning opportunities that transcend these polarized relationships. Recommendations are provided for supporting less extreme conceptions of service-learning outcomes with the goal of broadening the participation of students with disabilities within civic-oriented service-learning.

Analysis Of The Concept Of Fulfilling The Political Rights Of Disabled People Reviewed From The Perspective Of Civic Education

“…disabled voluntarily and persistently. The implementation of Civics learning in the modernization era needs to be direct in society based on a service learning model, as a strategic vehicle for habituation of students' leadership character, and to contribute to overcoming complex social problems (Mann, et al 2015). This substance emphasizes that the leadership character of capable students is formed through real action to fulfill the political rights of disabled people based on Civics learning, but this needs to be accompanied by commitment, consistency, fighting power, volunteerism and innovation.…”

Aprendizaje-servicio universitario. Participación estudiantil, servicio y desarrollo de competencias

“…-Juicios preconcebidos del profesorado y/u otros agentes respecto a determinado alumnado (Mann et al, 2015).…”

Los procesos participativos en aprendizaje-servicio

“…El alumnado puede percibir que el número de horas que debe dedicar a estos proyectos es muy elevado. • Los prejuicios del profesorado y otros agentes ante la capacidad o ausencia de competencias de ciertos estudiantes, por ejemplo, ante situaciones de diversidad funcional (Mann, Dymond, Bonati y Neeper, 2015). • La cultura institucional respecto a la colaboración entre universidad y sociedad (Young et al, 2007).…”