Main Article Content
Abstract
Background: Education and literacy are the main foundations for building an inclusive and sustainable society. This community service aims to promote literacy and education in marginalized communities. Method: The method used in this service is asset based community development. ABCD aims to mobilize the potential and strength of the community to improve their own quality of life. The location of this service is in Bali. Data collection techniques by identifying the resources, expertise, and assets that exist in the community. These can be individual skills, local organizations, untapped land, or cultural and historical forces. Data analysis by encouraging collaboration between residents, local organizations and other related parties (Public participation). Results: Promoting literacy and education in underserved communities in Bali has a profoundly positive impact. These initiatives empower individuals by granting them access to knowledge and skills that foster a deeper comprehension of the world and lead to more informed decision-making. Beyond simply expanding job prospects, literacy and education also act as a bulwark against poverty for future generations. Moreover, they enhance awareness of health, hygiene, and healthy lifestyles, simultaneously diminishing social and economic disparities.
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© 2022 Oleh authors. Lisensi Jurnal Solma, LPPM-Uhamka, Jakarta. Artikel ini bersifat open access yang didistribusikan di bawah syarat dan ketentuan Creative Commons Attribution (CC BY) license. (http://creativecommons.org/licenses/by/4.0/).
References
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References
Akom, A. A. (2009). Critical hip hop pedagogy as a form of liberatory praxis. Equity & Excellence in Education, 42(1), 52–66.
Arias, M. B., & Morillo-Campbell, M. (2008). Promoting ELL Parental Involvement: Challenges in Contested Times. Online Submission.
Cole, A. G. (2007). Expanding the field: Revisiting environmental education principles through multidisciplinary frameworks. The Journal of Environmental Education, 38(2), 35–45.
Cowan Pitre, C. (2014). Improving African American student outcomes: Understanding educational achievement and strategies to close opportunity gaps. Western Journal of Black Studies, 38(4).
Cummins, J. (2005). A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom. Modern Language Journal, 585–592.
Cummins, J. (2009). Pedagogies of choice: Challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12(3), 261–271.
Cummins, J. (2011). Literacy engagement: Fueling academic growth for English learners. The Reading Teacher, 65(2), 142–146.
Cummins, J., Hu, S., Markus, P., & Kristiina Montero, M. (2015). Identity texts and academic achievement: Connecting the dots in multilingual school contexts. TESOL Quarterly, 49(3), 555–581.
Diemer, M. A., Rapa, L. J., Voight, A. M., & McWhirter, E. H. (2016). Critical consciousness: A developmental approach to addressing marginalization and oppression. Child Development Perspectives, 10(4), 216–221.
Elenes, C. A., & Bernal, D. D. (2009). Latina/o Education and the Reciprocal Relationship between Th eory and Practice: Four Th eories Informed by the Experiential Knowledge of Marginalized Communities. In Handbook of Latinos and education (pp. 89–115). Routledge.
Garcia, A., Mirra, N., Morrell, E., Martinez, A., & Scorza, D. (2015). The council of youth research: Critical literacy and civic agency in the digital age. Reading & Writing Quarterly, 31(2), 151–167.
Gigler, B.-S. (2004). Including the Excluded-Can ICTs empower poor communities? Towards an alternative evaluation framework based on the capability approach. Towards an Alternative Evaluation Framework Based on the Capability Approach (August 1, 2004). Gigler, Björn-Sören." Including the Excluded-Can ICTs Empower Poor Communities.
Gutiérrez, R. (2008). Research commentary: A gap-gazing fetish in mathematics education? Problematizing research on the achievement gap. Journal for Research in Mathematics Education, 39(4), 357–364.
Hawkins, M., & Norton, B. (2009). Critical language teacher education. Cambridge Guide to Second Language Teacher Education, 30.
Kaomea, J. (2003). Reading erasures and making the familiar strange: Defamiliarizing methods for research in formerly colonized and historically oppressed communities. Educational Researcher, 32(2), 14–23.
Luke, A. (2012). Critical literacy: Foundational notes. Theory into Practice, 51(1), 4–11.
Luke, A. (2013). Defining critical literacy. In Moving critical literacies forward (pp. 19–31). Routledge.
Moje, E. B., Young, J. P., Readence, J. E., & Moore, D. W. (2000). Commentary: Reinventing adolescent literacy for new times: Perennial and millennial issues. Journal of Adolescent & Adult Literacy, 43(5), 400–410.
Norton, B., & Kamal, F. (2003). The imagined communities of English language learners in a Pakistani school. Journal of Language, Identity, and Education, 2(4), 301–317.
Osborne, A. B. (1996). Practice into theory into practice: Culturally relevant pedagogy for students we have marginalized and normalized. Anthropology & Education Quarterly, 27(3), 285–314.
Perry, K. H. (2012). What Is Literacy?--A Critical Overview of Sociocultural Perspectives. Journal of Language and Literacy Education, 8(1), 50–71.
Scott, K. A., Sheridan, K. M., & Clark, K. (2015). Culturally Responsive Computing: A Theory Revisited. Learning, Media And Technology, 40(4), 412–436