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Self, Community, And Social Justice: Leadership And Environmental Camp In Belize

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“I am Stronger…” Self, Community, and Social Justice: Leadership and Environmental Camp in Belize

With the rapid growth of global issues in education, researchers need to focus on international teaching practices and out-of-school programs (Sanderson, 2011). This research offers insights into multicultural education because it contributes to and allows for the discussion on international quality of education and social justice (Tikly & Barrett, 2009). We want to continue to contribute to the movement toward equity and social justice at the local, national, and global levels. In particular, this research focuses on the global level as we examine an out-of-school environmental education program in a lower socioeconomic district in Belize. …show more content…

Noted sociocultural and situated learning theorists suggest that understanding and knowledge develop through social contexts and interactions (Lave & Wenger, 1991). Former, eminent educational theorists contend problem solving, social interactions, and intercultural experiences afford students a space to develop and learn (Dewey, 1963; Vygotsky, 1978). Within a community and as an individual, changes and transformations occur as participants interact in an activity and different interpretations transpire (Rogoff, 2003). Culture is part of our everyday and past experiences; people develop through culture and cultural processes. Individuals develop and gain knowledge and understanding through shared community activities (Goos & Bennison, 2002; Richards, 2006; Rogoff, 1995). Situated learning environments include authentic, real life activities and contexts in which individuals learn to apply knowledge (Herrington & Oliver, 1995; Lave & Wenger, 1991). Through collaboration, individuals learn and develop understandings within real life contexts. In this investigation, counselors and participants collaborate in groups while they learn through problem solving and interactions with their peers and …show more content…

All three researchers (authors) kept observational field notes as well as a reflexive journal. We maintained a reflexive journal throughout the study because as participant observers it was necessary for us to experience and question ourselves (Guba & Lincoln, 2005; Janesick, 1999). The participants completed pre- and post-evaluations, which asked open-ended questions about their expectations, experiences, educational background, leadership and the environment (see Appendix). As a culminating activity, the camp participants with guidance from the counselors created a video, which we watched and

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