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Please use this identifier to cite or link to this item: http://hdl.handle.net/1807/25654

Title: Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement
Authors: Horner Schwarz, Kaylan
Advisor: Bickmore, Kathy
Evans, Mark
Department: Curriculum, Teaching and Learning
Keywords: 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
Issue Date: 1-Jan-2011
Abstract: 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.
URI: http://hdl.handle.net/1807/25654
Appears in Collections:Master
Department of Curriculum, Teaching and Learning - Master theses

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