This article describes a two-credit critical service-learning course at the University of Minnesota and its evolution to utilize both the Social Change Model and Social Action, Leadership, and Transformation models in complementary ways to support student leadership development.

The following article explores how the curricular adaptation of seminal and contemporary definitions of and approaches to transformative justice frameworks can foster student's critical reflection from identity awareness toward critical action informed by collectivist perspectives of social change. Applications in the social work curriculum are…

The language of leadership and spirituality evolves with societal needs. This chapter addresses challenges confronting today's students, aligns concepts of spiritual and leadership development, and articulates a conceptual framework that integrates five tenets of spirituality with the social change model of leadership development.

Educational environments have the capacity to cultivate transformative leaders who can resolve global issues and move society toward a positive social change. This chapter focuses on the value of mentorship and community-based service projects to support students' spiritual and leadership development. Lessons learned via a university case study of…

This chapter amplifies student leader voices as they reflect on their involvement and growth as facilitators and participants of story circles, a structure and process for individuals to use empathy, the arts, and social imagination to support dialogue and change in local communities.

This chapter proposes a transformative vision of critical-dialogic leadership development. A framework is offered to guide reflection and dialogue among leadership educators to bring the vision to life.

This chapter focuses on intergroup dialogue (IGD)--a facilitated, colearning space among people from diverse backgrounds--as an exemplar of sociocultural conversations. IGD communication processes, pedagogy, and praxis principles are discussed to guide educators to infuse IGD practices in leadership development programs.

This chapter presents a preliminary leadership development process framework for student employees. The model promotes holistic student development, career readiness, and alignment with staffing procedures.

This chapter explores the concept of bridge leadership within the context of student activism and student activist leadership on college campuses. This work seeks to uncover certain types of leadership that can often be rendered invisible in social movement spaces.

This chapter discusses trends in activism among students and educators and the leadership concepts inherent in working for social change.

Adopting critical approaches draws into question how we see the world and renders visible social stratification and inequity. Coming to understand these realities can contribute to pessimism, disillusionment, or retreat from engaging in the work of leadership for social change. This chapter offers tools to aid educators with purposefully…

This chapter highlights nontraditional forms of leadership development in student organizations. Using the social change model for leadership as a framework, the authors discuss the ways in which collectivist and activist approaches can result in similar skills obtained through traditional forms of leadership development.

Theoretical frameworks, specific skills for leaders, and guidance to effectively work with others across difference as well as practice freedom to facilitate are explored in this chapter.

This chapter describes how present conditions in Black communities have fostered the development of new modes of youth leadership that focus on hope, love, and joy, and are ultimately restorative and redemptive.

This chapter explores the use of powerful pedagogies such as service-learning, cultural immersion, and community-based research to enhance leadership development. Four key principles are presented that describe how leadership educators can facilitate community-based learning in a way that creates an optimal learning environment for students, while…