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Promoting American Democracy Through Preservice Teachers' Experiential Learning Activities

Background
A literate society is the very heart of a democracy. Citizens are empowered by the acquisition of literacy skills that enable them to think critically, engage in meaningful discourse, and develop effective action plans.

One need look no further than the inspiring life of Paulo Friere, who was imprisoned because of his efforts to educate the poor through his literacy campaigns. Friere’s groundbreaking work (1970) documents how a “culture of silence” created by illiteracy can be fought through instructional methods that can liberate individuals from exploitative systems.  

Education is the catalyst for individual advancement and ongoing development of a democratic society. While educational equity is a necessity for democratic goals to be realized, many of our urban schools are woefully inadequate in providing a quality education for all students.

Dewey’s (1899) assertion that education and democracy are intimately connected provides the theoretical rationale for this session.  He stated that education should have a purpose for both society and the individual student. The programs described in this session serve both purposes.

Description
This session will focus on a discussion of two highly successful literacy training programs for preservice teachers, with course-related, field-based experiential learning opportunities. Built upon a Constructivist approach to learning, the academic course components provide a theoretical framework that enhances the experiential component; subsequent reflection brings theories to life and helps students apply them to practice.
These programs demonstrate how preservice teachers play a role in igniting the spark of democracy in tomorrow’s citizens.

This interactive session will begin with a think-pair-share brainstorming activity focusing on the characteristics of a democratic society.  The participants’ framework, comprised of their joint responses, will be referenced during the discussion of these and other programs.

Speaker One will discuss the impact of the award winning program, Student Literacy Corps. Initially funded by a U.S. Department of Education grant (1990), this course-based tutoring program serves the profound literacy needs of students in a high-needs district. For most preservice teachers, it is only through fieldwork that the veil is lifted; they learn firsthand about educational inequities that exist and become aware of the need for change in a system that promotes a predestined curtailment of opportunities.

Speaker Two will describe the successful service-learning program connected to one course: Reading and Writing in Content Areas. Preservice secondary teachers participating in this middle school-based course provide invaluable tutorial support through the College’s Reading, Writing, and Study Skills Workshop. It is through this program that middle schoolers begin to develop an enhanced sense of self-efficacy and agency, which are critical components of members of a democratic society. At the same time, preservice teachers develop an appreciation of the importance of teaching literacy skills across the curriculum. Qualitative assessments from preservice teachers provide evidence of these programs' success.