Educating the Heart: Cesar E. Chavez and Service-Learning

A Forum — January 16, 2004

"The end of all education should surely be service to others."

-- Cesar E. Chavez

Cesar E. Chavez's values, through his experience in civil rights, labor leadership, crusade for nonviolent social and environmental change and consumer advocacy, provide a platform for localized service-learning programs which promote civic engagement, greater knowledge of democracy, and community involvement among youth. The Cesar E. Chavez Foundation, based in California, has coordinated K-12 service-learning projects under the name Cesar E. Chavez Service-Learning. The foundation has had an ongoing relationship with the California State Department of Education and has coordinated service-learning activities in Arizona, Colorado, Florida, Michigan, Illinois, and Texas. "The Cesar E. Chavez Service-Learning Initiative," said Julie Chavez Rodriguez, the foundation's community program officer and one of Chavez's grand daughters, "is taking Cesar's legacy to the next generation in a direct and meaningful way to develop both active citizens and life-long learners." Ms. Chavez Rodriguez and colleagues described the initiative to policymakers through a Capitol Hill forum sponsored by the American Youth Policy Forum.

According to the National Commission on Service-Learning, service-learning is defined as a teaching and learning educational methodology that integrates community service with academic study to enrich learning, teach civic responsibility, and strengthen communities. During a period when our nation is confronted with widespread academic and civic disengagement of youth, service-learning provides a viable strategy for reengagement and education. The Cesar Chavez Service-Learning initiative strives to motivate youth to meet community needs with the guidance of Chavez's 10 core values: service to others, sacrifice, a preference to help the most needy, determination, non-violence, acceptance of all people, respect for life, celebrating community, knowledge, and innovation. Issues addressed in the projects include: history of migrant workers, issues of poverty, food quality and food choice, recycling-excess trash and community budget needs, and gang prevention (For further details, visit www.cesarechavezfoundation.org). Service-learning has been embraced by the Foundation as "a way to help youth become agents of change." "The initiative uses community service as a lightning rod," says the initiative's Program Director Shaun Hirschl.

Chavez service-learning provides a vehicle for community-wide, collaborative efforts between schools and the community. Through partnerships with higher education, parents, community-based organizations, or local government services, the Chavez service-learning program adapts to local collaboration to provide students with high quality, authentic learning experiences. The initiative helps educators enhance the core academic curriculum, provides an experiential approach to learning, and strengthens relationships between teachers and their students. Teachers work with students to identify and address local social issues. The initiative assists this process by fostering partnerships between the school and community, providing access to resources and smoothing the entry into the school system-a difficult endeavor for many community partners.

The initiative incorporates elements of high quality service-learning:

• Academic Learning - The service performed helps students acquire values, skills, and/or knowledge.
• Civic Responsibility - - The service helps meet a need in the community, as defined by the community. Participation helps students see a place for themselves in community and society.
• Collaboration - Teachers and students work with community members or outside agencies in the planning, implementation, and evaluation of the project.
• Youth Voice -Students are given opportunity to express their thoughts, make choices, and play an active role in the learning process and project planning.
• Reflection - Thoughtful reflection is incorporated into activities before (to prepare), during (to troubleshoot), and after (to process and extend learning from) the project.
• Evaluation - Information is collected and analyzed on the effectiveness of the project.

Alison Glickneagle, a teacher at Jefferson High School in South Central Los Angeles, shared her experiences using the Chavez Service-Learning model with her students, who implemented a gang awareness and violence prevention project in a nearby middle school. She was joined by one of her students, 11th grader Lorena Flores. Seventy high school students at the high school surveyed their community and identified a need to address gang violence and prevention. Working with two history teachers and community partners, students analyzed the relationship among the rise of industrialization, large scale rural-to urban migration, and massive immigration from Southern and Eastern Europe. The students determined that middle school age youth are particularly susceptible to gang influence. They then worked with Homeboy Industries, a group of former gang members who speak for gang prevention, to develop an assembly program for middle school students, including skits, speakers, pamphlets, collages, surveys, and small group discussions. The project sought to reveal and discuss the realities of gang life and alternatives that exist. As a result of the service-learning project, 400 middle school students received a timely, eye-opening education about gang life and tools to avoid gang affiliation and involvement.

The panel addressed questions from the audience

Do youth feel they can get involved or are they too alienated?

Students initially reluctant to get involved in projects feel they don't have a say or can't make change, but when they do get involved, they feel empowered. They do want adult guidance, but they do not want to be limited or controlled by adults.

What are the benefits to policymakers of service-learning?

Students becoming involved from the very beginning by engaging in research to identify community needs-this is very positive. Cesar Chavez Service-Learning projects can affect all aspects of society-not just the education realm.

What is the role for parents?

Parents play an important role in the Cesar Chavez service-learning projects. Parents are invited to partner with students as supportive team members for each project. This is a great way to educate parents on what their children are learning and what social issues are being addressed-such as the gang issue.

What is the status of getting the Chavez federal holiday recognized

This has been a grassroots effort that has been on-going for years. The Chavez Foundation provides support, but has left this a grassroots effort. Five states have a Chavez holiday-CA has a paid holiday; and CO, TX, AZ, and MI have commemorative holidays.

In summary, Shaun Hirschl made the following recommendations for policymakers:

• Universities, principals and superintendents should support the education of teachers to the methodology of service-learning to enhance the learning that happens in classrooms.
• Policymakers should promote ways for youth to carry out their voice in solving problems, gain confidence and enhance their leadership skills.
• Time should be provided in schools for professional development on service learning and César E. Chavez connections to the curriculum
• Youth voice should be promoted in schools, which leads to youth leadership and civic engagement.
• Federal and state lawmakers should pass legislation honoring César E. Chavez with a Day of Service.

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