Youth Forward scholarship 2016 – I Volunteered as a Tutor

Name: Kimberly Vernella Prince
From: Newark, NJ
Grade: College Sophomore
School: Drew University
Votes: 0

Applicant –
Kimberly Prince


Date – May 23 2016

I had to participate in a tutoring program for fifth graders on math and language arts for my Pan African studies class. Previous to joining the course of the “Black and Brown Power Movements”, I wasn’t
aware of the efforts nor effects of Civic Engagement in a community. Freshman year at Drew University had explained the significance of Civic Engagement during the Orientation Process, however, I had
mistaken the program as mere volunteer requirements for select students. Thankfully, with the contemporary pedagogy on Pan African Studies, “Power Movements” had been become a vibrant ongoing
class discourse on the what impacted the lifestyles of African American and other minorities. The course came with two major responsibilities: 1.) to be alert on the historical and present events that was the very composition of the Black and Brown races and 2.) learn how to use that very same amount of information in designated communities within the guidelines of Civic Engagement, the required component. Civic Engagement, as I learned later on, was more than a matriculated program at the university for volunteer work, but it a necessary, foundational tool in the community betterment,

The course used the Civic Engagement as a means towards introducing students to the change that occur when people that a higher educational advantage assist others that are in the process in reaching that level. The Civic Engagement also worked, as explained by the professor and seen during action, on the emotional level where there was a consistent exchange of aspiration and inspiration. We were told that the students we would receive came with a great enthusiastic drive to learn that would in return motivate us to become better tutors in the. This same process reflected the principles in the Highlander
Folk School created by Myles Horton. The Highlander Folk School was set in the early to mid twentieth century America and had Horton, an altruistic and innovative scholar and teacher of various scholarly
disciplines, created a beautiful setting of a diverse, institutions of learning for all peoples. What made the Highlander Folk School do was take advantage of the plethora of experiences that came from the official students and professors during a heated time of absent civil rights. In due time, there was a repercussion within the teaching experience of one person learning from the next simultaneously increasing the knowledge they had about their surrounding environments, allowing them to develop beneficially. Also, there the school gave a safe haven for forming personal political empowerment and opinions by being informed in the heart of civil learning and utilizing their power in local, municipal, state, and national
governments. Such actions even helped encouraged the need for the passing of legislation to make sure that disadvantaged citizens could be a voice in the demographic. Now in present day, the course was
able to be a miniature version of that same concept by recognizing the value in the student’s’ inputs, researching and understanding the context of the historical events, and incorporating recent news into our collaborative study. This introductory lecture was the leading directive on how to approach the following classes.


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