Henness Steven A, Ball Anna L, Moncheski Maryjo
University of Missouri Extension, USA.
New Dir Youth Dev. 2013 Jun;2013(138):75-95, 11. doi: 10.1002/yd.20059.
Using 4-H and FFA case study findings, this article explores how community service-learning supports the building of social capital between rural youth and adults and the positive effects on community viability. Key elements of practice form a community development approach to service-learning, which opens up doorways for youth to partner with adult leaders and decision makers, gain credibility as resources and problem solvers, address community issues, and raise awareness of the value of school- and community-based youth programs. Case study evidence suggests that rural 4-H and FFA youth and adults benefit from the bonding relationships they form through working together to solve community issues over time. Positive community outcomes are noted as well, including increased community capacity and community recognition. By focusing on social capital as a key outcome of community service-learning, 4-H youth and community development extension professionals, educators, and other practitioners have contributed to the viability of rural communities.
本文利用4-H和美国未来农民协会（FFA）的案例研究结果，探讨社区服务学习如何支持农村青年与成年人之间社会资本的建立以及对社区活力的积极影响。实践的关键要素形成了一种社区发展的服务学习方法，为青年打开了与成年领导者和决策者合作的大门，使他们作为资源提供者和问题解决者获得信誉，解决社区问题，并提高对基于学校和社区的青年项目价值的认识。案例研究证据表明，农村4-H和FFA的青年和成年人受益于他们通过长期共同努力解决社区问题而形成的紧密关系。同时也注意到了积极的社区成果，包括社区能力的提高和社区认可度的提升。通过将社会资本作为社区服务学习的关键成果来关注，4-H青年以及社区发展推广专业人员、教育工作者和其他从业者为农村社区的活力做出了贡献。
