Critically Engaged in a Predominantly White Institution: The Power of a Critical Service-Learning Course to Cultivate a Social Justice Stance

Autor/in	Shiller, Jessica
Titel	Critically Engaged in a Predominantly White Institution: The Power of a Critical Service-Learning Course to Cultivate a Social Justice Stance
Quelle	In: Journal of Higher Education Outreach and Engagement, 26 (2022) 1, S.37-49 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2164-8212
Schlagwörter	Learner Engagement; Institutional Characteristics; Whites; Critical Theory; Service Learning; Social Justice; College Students; Racial Discrimination; Student Attitudes + Suchen Sie Ihr Suchwort? White; Weißer; Kritische Theorie; Service-Learning; Soziale Gerechtigkeit; Collegestudent; Racial bias; Rassismus; Schülerverhalten
Abstract	This article examines how a particular set of critical pedagogical strategies was used in a critical service-learning course to shift student perspectives and serve community partners. A self-study of a critical service-learning course that asked university students at a predominantly White institution to serve in urban schools was performed to ascertain how effectively critical service-learning may have addressed the weaknesses in traditional service-learning by (1) dismantling hegemonic discourses White students bring to the classroom and (2) engaging in service that would address inequities present in urban schools. By examining 2 years of data from student assignments, interviews with community partners, and course evaluations, this article argues for the efficacity of several pedagogical tools that can contribute to shifting the perspectives of White students as well as students of color. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01