Critical Service Learning Toolkit

Abstract

Critical Service Learning Toolkit offers a strengths-based, interdisciplinary approach to promoting social competence while enhancing emotional and academic skill development. Designed as a user-friendly guide to carrying out successful CSL projects, this Toolkit provides practitioners with step-by-step assistance in planning, implementing, and evaluating Critical Service Learning (CSL) projects in elementary and high schools. CSL trains youth to become active and conscientious citizens through engagement and leadership experiences that meet real needs in the community. This approach is unique in that it places the youth/student at the center of the process. Prioritizing social and emotional learning (SEL) and school engagement, CSL changes the role of the school-based, counseling professional into that of a facilitator who encourages skill-building, reflection, and civic engagement. Cultivating self-awareness, social-consciousness, and critical-thinking skills, brainstorming and community web mapping activities serve as the cornerstone of CSL and allow youth to become comfortable articulating concerns about their communities. By extending learning beyond the classroom and into the community, CSL enhances what is taught throughout the school curriculum, at all levels, and fosters a sense of civic responsibility and social agency.

Addressing Equity in Schools: Youth Participatory Action Research and Transformative Social and Emotional Learning during COVID-19

“…The case example supports the theory that TSEL empowers students and adults to build respectful relationships while addressing social justice issues ( Jagers et al, 2019 ). For instance, the school social worker’s role shifted from traditional micro-level interventionist to facilitator of a macro-level decision-making process that elevated students’ voices ( Johnson et al, 2018 ; Tyler, 2020 ). The case example provides new insight into the relationship between the concept of TSEL within the context of YPAR and using CSL as a channel to promote social justice while building respectful relationships between students and adults.…”

“…Involving students of color in analyzing the social, political, and economic conditions in their communities and schools provides opportunities to engage them in meaningful community activities through civic engagement, which helps to hone their leadership, analytical, and advocacy skills ( Jagers et al, 2019 ; Johnson et al, 2018 ). This framework reflects a core assertion that students are capable of sharing expert knowledge about problems that affect their development and well-being.…”

“…CSL also encourages participants to examine power, privilege, and oppression within the service activity by questioning hidden biases and assumptions concerning race, class, and gender, and by challenging the status quo by working toward changing inequities within the social and economic system ( Cipolle, 2010 ). As an intervention strategy in school settings, CSL allows students to contemplate community and social justice issues through critical thinking that raises questions about the root causes of social inequities ( Johnson et al, 2018 ). CSL can help students seek social change by questioning how resources and power are distributed in society, combining academic goals and community service to enhance both student voice and academic skills.…”

“…TSEL, YPAR, and CSL empower students to examine inequities in the world around them to influence change ( Jagers et al, 2019 ; Lantieri, 1999 ; Ozer, 2016 ). The adult’s role is to be a facilitator, guiding the students through the process by introducing tools to critically analyze their communities and schools from a social justice and equity lens ( Johnson et al, 2018 ). In the issue selection brainstorming phase, the facilitator aids the generation of topics based on students’ concerns regarding their schools and communities.…”

“…Macro-level interventions can maximize school social workers’ contributions to their schools, communities, and society ( Goode et al, 2020 ; Redondo-Sama et al, 2020 ). Engaging students to address oppression and equity issues, in a developmentally appropriate way, is a skill that can be taught ( Johnson et al, 2018 ). Promoting student voice in the context of school and community complements adolescents’ desire to contribute to decision-making processes that affect their lives ( Tyler, 2020 ).…”