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ERIC Number: EJ819672
Record Type: Journal
Publication Date: 2006-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 72
ISSN: ISSN-1361-1267
Breaking Literacy Boundaries through Critical Service-Learning: Education for the Silenced and Marginalized
Hart, Steven
Mentoring & Tutoring: Partnership in Learning, v14 n1 p17-32 Feb 2006
Originating as counter normative pedagogies, both service-learning and critical pedagogies hold a common commitment to subvert and transform facets of school life that may alienate and oppress students. This article explores how critical pedagogies and service-learning might provide complementary benefits and become a more compelling emancipatory pedagogy of "critical service-learning" for K-12 educational contexts. This work proposes that these pedagogies of civic literacy and critical literacy can break their boundaries to intersect and provide a form of education for those students most marginalized and alienated by oppressive features of traditional instruction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A