teacher education is faced with the challenge of not only producing competent and leadership-quality teachers, but also of creating a pedagogy that is aligned with social science themes inherent in teaching culturally and linguistically different students. In this chapter, I have attempted to describe the role of service learning in teacher education, especially as it relates to preparing minority and nonminority teacher candidates to work in predominantly minority school communities. The community-based, culturally integrated projects described herein are considered as venues that optimize the participants' opportunities to become knowledgeable of the community on a firsthand basis and challenges them to become involved independent of work or school requirements. Promoting service learning is the purview of teacher education programs. The seed of service learning can only germinate among teachers and their students when it has been planted within a context that values authentic experience, reflection, and participation in a democratic society.
Whether in a transnational context or urban, multicultural site, when students engage in service learning projects in which they play a dual role of teacher and learner, a dynamic interaction of empowerment emerges. As learners they participate in ways that help them acquire a fresh and profound perspective of contributing to a just cause, and as teachers they inspire their students to reach out to their community and thus, nurture a self-willingness to do the same.
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