ERIC Number: EJ1211189
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1076-0180
EISSN: N/A
From Critical to Decolonizing Service-Learning: Limits and Possibilities of Social Justice-Based Approaches to Community Service-Learning
Santiago-Ortiz, Aurora
Michigan Journal of Community Service Learning, v25 n1 p43-54 Win 2019
Diverging from the traditional approach to service-learning, critical service-learning focuses on the root causes of inequality by addressing power and oppression. By incorporating critical pedagogy in the classroom, and action and reflection outside of it, critical service-learning looks to find solutions to social issues through university-community partnerships. In this article, I review relevant literature that centers social justice-based approaches to critical service-learning and argue that while these approaches are vital to student understanding of oppression, an anticolonial framework is needed to broaden notions of critical service-learning that challenge settler colonial logics. This article engages with the question "Can we decolonize critical service-learning?" and concludes by offering practices, such as solidarity to counter coloniality in higher education, that are responsible to the communities involved in the service-learning partnership.
Descriptors: Service Learning, Social Justice, Power Structure, Social Discrimination, Higher Education, School Community Relationship, Disadvantaged, Neoliberalism, Group Unity, Indigenous Populations, Racial Bias
Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A