Je lis et je m'inspire

de cet article de Schultz et Oyler (2006) sur un projet d'action sociale réalisé avec des élèves de 5e année du primaire dans la région de Chicago (MERCI MARC-ANDRÉ !!!)

"The social action curriculum project reported here offered students the chance not to just participate in mainstream political life, but to also challenge that mainstream and engage in a concerted public campaign centered on lobbying the Chicago Board of Education to fulfill their promise to build a new school for the neighborhood. This social action curriculum project offered students a chance to make good on Dewey’s (1916) definition of democracy as “a mode of associated living, of conjoint communicated experience” (p. 93). Although we understand teaching democratic citizenship to be complex (and also contested), we argue that education for democracy requires citizens able to engage in data collection, data analysis, and contingently responsive action planning. Authentic social action projects provide such a venue, involving “ambiguity, contradiction, instability, and fluidity” that supports students’ learning to “engender dialogue and action” (Varlotta, 1997, p. 475). By engaging in such projects in schools, teachers can scaffold the development of political and civic participation among young people (Wade & Saxe, 1996). Indeed, it has been posited that it is only within public schools that we are able to promote the type of democratic citizenry capable of working across differences toward a common good (Barber, 1984; Carlson, 1997)."

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We Make This Road as We Walk Together: Sharing Teacher Authority in a Social Action Curriculum Project.Dans Curriculum Inquiry, 36, 4, p. 423-451