ABSTRACT
Th is chapter focuses on the deep potential of providing practicing and pre-service educators with experiential learning opportunities within a Social Action Curriculum Project (SACP) framework in a college classroom curriculum course. Aft er being provided with a theoretical scaff old for engagement in active democratic participation, the possibilities of curriculum in public engagement, and specifi c examples of such engagement, the college curriculum course allowed its participants to experience a SACP based on their priority concerns. A clear departure from theory-driven coursework, this course off ered college students the opportunity to wrestle with the complexity of an ever-evolving school experience that pushed learning into public spaces in natural, fl uid ways. During a visiting professorship at University of Illinois at Chicago, the fi rst author of this chapter designed the course to provide theoretical underpinnings while encouraging such induction for the students to learn skills through direct practice in justiceoriented teaching and learning. Th e second and third authors were both students enrolled in the course. Together the three of us describe this induction-oriented learning experience as the class engaged in SACPs that highlight the potential of a curriculum in the making revolving on social issues centered on the college students’ interests, thus, challenging normative approaches to schooling in both P-12 and college settings.
