Socially Empowered Learning in the Classroom: Effects of Arts Integration and Social Enterprise in Schools
DOI:
https://doi.org/10.22329/jtl.v11i2.5057Abstract
This paper tests a new theoretical framework for engaging students by evaluating two project-and-design-based pedagogies: Arts Integrated Collective Creation (AICC) and Educational Social Enterprise (ESE). Findings provide statistical support for benefits with middle school students when instruction is designed around Socially Empowered Learning (i.e., group-based, creative agency, real-world issues, and positive social impact). We advance the theory of Socially Empowered Learning (SEL) in identifying and finding empirical support for a novel instructional approach with strong effects and implications for the power of the arts to enhance cross-curricular learning.Downloads
Published
2018-02-26
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By virtue of their publication in this open access journal, articles are free to use with proper attribution (to both the author(s) and the Journal of Teaching and Learning) for educational and other non-commercial uses.