Facing (Up to) 'the Stranger' in Community Service Learning

Himley, Margaret

doi:10.2307/4140694

Cited by 47 publications

(19 citation statements)

References 10 publications

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“…cautioned that the potential for service-learning to create transformative change may instead represent only ameliorative change that unintentionally reinforces or even strengthens power imbalances (Boyle-Baise, 1999;Cross, 2005;Himley, 2004;Hullender et al, 2015;Rosenberg, 1997;Sleeter, 2001;Varlotta, 1997).…”

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confidence: 99%

Building Relationships for Critical Service-Learning

Harkins¹

2020

Michigan Journal of Community Service Learning

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Service-learning is a pedagogical approach that higher education can use to promote civic engagement among students, but it has not fully realized its original civic purpose. Butin (2010) argues that to meet its civic mission, service-learning must move toward a more justice-oriented pedagogy that empowers stakeholders to bring about social change. To that end, we worked toward a more critical model of service-learning, first proposed by Mitchell (2008), that encourages a social change approach to service-learning. We propose that students' relationships with their professors, community partners, and peer mentors help facilitate this goal. We examined how these three types of relationship impacted students' civic engagement. Results demonstrated that each type of relationship had a different impact on students' developing civic engagement attitudes. This article discusses how such relationships can help achieve critical service-learning's goal of developing more participatory and transformational citizens. Service-learning represents an important pedagogical approach that higher education can use to promote civic engagement among students (Duncan & Kopperud, 2008). Civic engagement, defined by Thomas Ehrlich (2000), is using political and non-political means to engage with a community to make a positive difference in the quality of life for members of that community. Higher education is uniquely positioned to encourage civic engagement because it can provide students with a space to recognize injustice and inequality, to obtain skills to speak and act on unchallenged systems, and to gain intercultural competencies to promote public action (Musil, 2009). We propose that service-learning students' relationships with their professors, community partners, and peer mentors further develop their civic engagement attitudes. Research demonstrates a wide range of benefits of service-learning for students including significant gains in social skills, academic performance, personal insight, and cognitive development (Celio et al., 2011; Yorio & Feifei, 2012). These benefits in student outcomes reveal the positive impact of service-learning coursework on students' personal and professional development (Butin, 2010). Such glowing findings might mislead us into thinking service-learning has only positive outcomes. A significant number of theorists and researchers have

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confidence: 99%

Building Relationships for Critical Service-Learning

Harkins¹

2020

Michigan Journal of Community Service Learning

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“…And what about the middle school students? Should they be forced to interact with university students who may view them as charity cases, individuals who are sub par by virtue of their race and economic standing (Bickford, 2002;Himley, 2004)? According to Beverly Tatum, a psychologist who explores racialized identify development, African-American youth can display hostility toward Whites in response to their growing awareness of racial inequalities (1997, p. 60).…”

Section: Before the Study: A Question Of Ethicsmentioning

confidence: 99%

Critical Memoir and Identity Formation: Being, Belonging, Becoming

Mack

2014

Critical Expressivism: Theory and Practice in the Composition Classroom

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The Perspectives on Writing series addresses writing studies in a broad sense. Consistent with the wide ranging approaches characteristic of teaching and scholarship in writing across the curriculum, the series presents works that take divergent perspectives on working as a writer, teaching writing, administering writing programs, and studying writing in its various forms. The WAC Clearinghouse and Parlor Press are collaborating so that these books will be widely available through free digital distribution and low-cost print editions. The publishers and the Series editor are teachers and researchers of writing, committed to the principle that knowledge should freely circulate. We see the opportunities that new technologies have for further democratizing knowledge. And we see that to share the power of writing is to share the means for all to articulate their needs, interest, and learning into the great experiment of literacy.

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“…He talked about unpleasant experiences with some researchers who approached them, did their studies, and left without telling them anything about their research findings. This is a common ethical issue--breaking, entering, and leaving a community of strangers--that takes place in many communitybased research settings [22]. BACCA's coordinator said that he did not want to have that type of experience again.…”

Section: Issues For Community Informatics Researchersmentioning

confidence: 99%

This is the real me

Nam

Bishop

2011

Proceedings of the 2011 iConference

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In this paper, we describe the ongoing collaboration in community informatics (CI) between the University of Illinois and Paseo Boricua, a neighborhood in Chicago. We illustrate the nature of the partnership by presenting an early set of findings from one specific study that grew from the partnership: a qualitative CI study that investigated the community-based health campaign led by youth on Paseo Boricua. Study findings deal with knowledge that sits at the intersection of youth development, community health promotion, and digital media literacy, and how that knowledge was discovered, created, and disseminated. In addition, we discuss study issues significant for the field of CI research. This paper is especially relevant for those whose research, teaching, and professional practice involves engagement with marginalized communities, that is, those who are often excluded from scholarly endeavors and meaningful social interaction in academia.

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Facing (Up to) 'the Stranger' in Community Service Learning

Cited by 47 publications

References 10 publications

Building Relationships for Critical Service-Learning

Building Relationships for Critical Service-Learning

Critical Memoir and Identity Formation: Being, Belonging, Becoming

This is the real me

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