The U.S. K–12 public education system is fundamentally unequal. What efforts can facilitate students to become deeply immersed in the realities of the system and to embody the need for social change? This article investigates scaffolded, semester-long writing assignments to demonstrate patterns in the three tenets of critical community-engaged learning (authentic relationship development, reducing power differentials, social change orientation). The assignments come from three cohorts of a Sociology of Education course in which undergraduates spent early mornings walking with elementary school children. As efforts were made to deepen the community-engaged partnership, there is corresponding evidence in (1) the ways students humanized social problems through authentic relationship development, (2) the ways they detailed moments of youth-led activities in which power differentials were diminished, and (3) how students’ reflective thoughts more frequently focused upon social change.

中文翻译：

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步行校车：关键的社区参与学习在行动？

美国 K-12 公共教育体系从根本上是不平等的。哪些努力可以促进学生深入了解系统的现实并体现社会变革的需要？本文调查了脚手架式的、为期一学期的写作作业，以展示关键社区参与学习的三个原则（真实的关系发展、减少权力差异、社会变革导向）中的模式。这些作业来自教育社会学课程的三个队列，其中本科生在清晨与小学生一起散步。随着努力深化社区参与的伙伴关系，在（1）学生通过真实的关系发展将社会问题人性化的方式方面有相应的证据，