Source: Journal of Teacher Education, Vol. 58, No. 4, 315-327 (2007)
This article examines how service-learning provides undergraduate teacher candidates opportunities to cultivate deeper understandings of diversity, social justice, and themselves. Participants were from a mid-Atlantic university and a rural southeastern university.
Although from different regions, the teacher candidates shared predominantly White, middle-class backgrounds. Three themes framed the discussion—preconceived notions about teaching in diverse settings, how preconceived notions were overcome (or reinforced), and "learning about myself as a teacher."
Findings suggest that service-learning, emphasizing multiculturalism and social justice, has the potential for empowering prospective teachers to confront injustices and to begin deconstructing lifelong attitudes and constructing socially just practices.