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• W2993307526 abstract "Aaron Schutz is an associate professor and the chair of the department of Educational Policy and Community Studies at the University of Wisconsin, Milwaukee. His two recent books are Social Class, Social Action, and Education: The Failure of Progressive Democracy (Palgrave Macmillan, 2010) and Collective Action for Social Change: An Introduction to Community Organizing (Palgrave Macmillan, 2011) with Marie Sandy. in Higher Education Summer Institute, Peter Levine, one of the leading scholars in civic education in the United States, noted that this catch-22 is one of the most significant challenges facing the field, today. In our analysis we show how one of our groups found a middle way between these two extremes, engaging with power but also This article discusses findings from efforts to engage small groups of inner-city high school students in community engagement projects at Social Action Charter High School, SACHS (a pseudonym), in Milwaukee, Wisconsin. Over two years, a professor and a team of graduate students examined what could happen when students are pushed beyond more traditional efforts to serve individuals perceived as needy (through tutoring, in soup-kitchens, and the like) toward projects that seek in some small way to address the systems, institutions, and individuals that cause social problems (what we term, below, a more youth organizing approach). This article focuses on the experiences of one of these groups during the second year of this effort, which at least partly overcoming what we term the catch-22 of youth civic engagement, as identified by Kahne and Westheimer (2006). In their study of ten different community engagement efforts, Kahne and Westheimer found that these civic engagement projects either increased student efficacy by eliminating significant barriers to success and misleading students about the realities of power; or they brought students face-to-face with the realities of power, generating cynicism and reducing the chance that students would seek to engage in such efforts in the future. At the 2010 Future of Community Engagement abstract This study examines a two-year effort to engage groups of inner-city students in community engagement projects at Social Action Charter High School, SACHS, in Milwaukee, Wisconsin. In this project, graduate student volunteers coached small groups of students working on community change projects, collecting data on what happened over time. Kahne and Westheimer (2006) identified a key challenge to projects of this kind. On the one hand, social action projects seem able to enhance students’ belief in their own capacity to solve community problems only if adult allies make sure the students do not encounter any significant barriers to success, although this misleads them, albeit unintentionally, about the realities of unequal power in society. On the other hand, authentic engagements with realworld institutional power tend to reduce students’ confidence and their desire to participate in social action in the future. Thus the “catch-22” in our article’s title. This article shows how one of the groups we worked with at SACH discovered a middle way between Kahne’s and Westheimer’s two extremes. Even though the students were not able to overcome the power they encountered, they nonetheless found creative and pragmatic ways to accomplish significant tasks. We argue that the students’ experience shows a possible avenue for educators to move beyond the catch-22. Beyond the Catch-22 of School-Based Social Action Programs: Toward a More Pragmatic Approach for Dealing with Power" @default.
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• W2993307526 title "Beyond the Catch-22 of School-Based Social Action Programs: Toward a More Pragmatic Approach for Dealing with Power." @default.
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