The case study featured in this chapter investigated changes to pre-service teachers’ views on citizenship as they participated in a field-based experience designed to assist students in an alternative high school to conduct global action projects. Findings suggest that participants did alter their views and perspectives of teaching for citizenship. Central themes emerging from the data include: surprise at student capacity, awareness of differing worldviews between themselves and participants, and recognition of citizenship education as a tool for cultural relevance. This chapter informs teacher educators about a variety of ways to engage pre-service teachers in opportunities to reflect on teaching citizenship in diverse settings. Findings also attest to the importance of well-structured field experiences and building partnerships between university programs and local area schools.
Castro, A. J., & Muente, K. A. (2015). Expanding Civic Worldviews: Teaching for Citizenship in an Alternative School Setting. In Rethinking Social Studies Teacher Education in the Twenty-First Century (pp. 243–263). Springer International Publishing. https://doi.org/10.1007/978-3-319-22939-3_13