Diversity, Difference, and Safety: Adapting Service-Learning for Diverse Students

Abstract

As American universities become more diverse, it is necessary to consider if existing pedagogies remain relevant and meaningful for all students. This paper examines service-learning, a community engagement pedagogy originally developed for white, middle-class students, by exploring the experiences of residential undergraduate students of color attending a small liberal arts college in rural Virginia. Rather than rejecting service-learning, I suggest reimagining some service-learning practicesparticularly the definition of service, the values of reciprocity and collaboration, and preparation for service-in order to meet the needs and experiences of an increasingly diverse population of college students.

The Pandemic Pivot: Change and Adaptability during Quarantines, Social Distancing, and Anthropology in the Virtual Classroom

“…We suggest that success moving forward as many continue with remote and hybrid classes depends on communicating with students, centering student perspectives, creating flexibility, and paying attention to inequality, especially associated with differential access to resources. Just as we do with the communities among whom we conduct research, we must consider our students within the broader social context of their lives and privilege their voices and perspectives as co-learners in both in-person and virtual classrooms (Wightman 2019).…”