Reclaiming Power and Identity: Marginalized Students’ Experiences of Service-Learning

Abstract

This qualitative case study investigates how service-learning may enable self-direction and the development of a critical consciousness for marginalized high school students by exploring the dynamics of service-learning through a theoretical framework of critical theory. Service-learning is theorized to counter the oppressive nature of schooling as defined by critical theorists; however, little research exists to clarify the implications of the pedagogy on student empowerment. I consider the negotiation of power and knowledge that may empower students, redefining their experience of schooling and their identities as learners. By exploring processes of empowerment and the social structures created through service-learning, I document three marginalized, male, urban high school students' self-authorship as they negotiate learning spaces within community. Data analysis revealed how service-learning legitimized lived experience and enabled the re-writing of self through the construction of new social/intellectual spaces. Participants' experiences offer insight into the pedagogy of service-learning for encountering transformational moments between self, society, and other.

Service-learning: A survey of experiences in Spain

“…Our findings concur with previous studies (e.g. Mosakowski et al, 2013;Winans-Solis, 2014;Coffey and Lavery, 2015;Hildenbrand and Schultz, 2015) showing that students have a positive view of their participation in S-L. A particularly interesting point was students' ability to identify the competences developed in S-L and the fact that more than 90% of them agree on 15 generic competences that are worked on. Thus, in the students' view, the competences most promoted by S-L are teamwork, ethical commitment, adapting to new situations and problem-solving, and in this too our findings are in accordance with previous studies (Largent, 2013;Wilkinson et al, 2013;Coffey and Lavery, 2015;Hildenbrand and Schultz, 2015;Young and Karme, 2015).…”

“…Our findings concur with previous studies (e.g. Mosakowski et al, 2013; Winans-Solis, 2014; Coffey and Lavery, 2015; Hildenbrand and Schultz, 2015) showing that students have a positive view of their participation in S-L. A particularly interesting point was students’ ability to identify the competences developed in S-L and the fact that more than 90% of them agree on 15 generic competences that are worked on.…”

“…The findings of these studies confirm that S-L has positive effects on students, community partners and teaching staff (Daniels et al, 2015; Rutti et al, 2016). Improvements are found in teamwork (Largent, 2013; Wilkinson et al, 2013; Hildenbrand and Schultz, 2015; Young and Karme, 2015), cultural intelligence (Mosakowski et al, 2013), cognitive and metacognitive strategies (Mosakowski et al, 2013; Young and Karme, 2015), clarification of professional vocation (Wilkinson et al, 2013; Gezuraga and Malik, 2015), respect for diversity (Wilkinson et al, 2013; Tinkler et al, 2015; Wozencroft et al, 2015), empowerment (Winans-Solis, 2014) and political awareness (Blankson et al, 2015). S-L is also found to help students in tackling the challenges of the practicum (Coffey and Lavery, 2015) and developing empathy (Curtin et al, 2015; Young and Karme, 2015), communication skills (Curtin et al, 2015), academic development (Hébert and Hauf, 2015; Hildenbrand and Schultz, 2015; Wozencroft et al, 2015), social commitment (Hébert and Hauf, 2015; Hildenbrand and Schultz, 2015), interpersonal skills (Hébert and Hauf, 2015; Hildenbrand and Schultz, 2015), knowledge transference (Hildenbrand and Schultz, 2015), intercultural awareness (Hildenbrand and Schultz, 2015), reflection as a tool for connecting service with course contents (Largent, 2013; Wozencroft et al, 2015), resilience (Daniels et al, 2015) and the development of values (Young and Karme, 2015).…”

A Review of Current Methods to Develop Empowering Service-Learning Programs for Latina/o College Students

“…Service-learning has become increasingly pervasive as a method of curricular delivery in the 21st century, resulting from the popularity of theories of engaged learning and experiential education as pedagogical tools and an emphasis on civic responsibility as a primary social function of higher education (Butin, 2006; Ling Yeh, 2010). Some service-learning projects have been directed toward creating learning environments that are adapted to the self-identified values and needs for cross-cultural identity development of learning communities, and a few of these studies have focused primarily on serving Latina/o student populations (Argenal & Jacquez, 2015; Bernal, Alemán, & Garavito, 2009; d’ Arlach et al, 2009; Garcia, 2007; Gregory et al, 2006; Hipolito-Delgado & Zion, 2015; Jones, Robbins, & LePeau, 2011; Martin & Pirbhai-Illich, 2015; McNally, 2004; Muñoz, 2012; Ross, 2012; Winans-Solis, 2014). As multicultural service-learning scholars Jay (2008), Ross (2012), and Steinman (2011) have asserted, service-learning programs that truly promote the aims of decolonization and social justice must transcend the frameworks of volunteerism or community service initiatives by seeing multicultural difference as an imperative to transform entire educational value systems.…”

“…Finally, some research has been focused directly on engaging Latina/o students in critical service-learning projects to discover effective strategies for Latina/o student empowerment and decolonization (Argenal & Jacquez, 2015; Bernal et al, 2009; d’ Arlach et al, 2009; Garcia, 2007; Gregory et al, 2006; Hipolito-Delgado & Zion, 2015; Jones et al, 2011; Martin & Pirbhai-Illich, 2015; McNally, 2004; Muñoz, 2012; Ross, 2012; Winans-Solis, 2014). Hipolito-Delgado and Zion (2015) led the Critical Civic Inquiry (CVI) project, in which Latina/o college students engaged high school students in conversations about critical awareness and decolonized social consciousness.…”