The Intersectionality of Leadership and Service‐Learning: A 21st‐Century Perspective

Wagner, Wendy; Pigza, Jennifer M.

doi:10.1002/yd.20167

Cited by 14 publications

(18 citation statements)

References 9 publications

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“…To the point of this issue of New Directions for Student Leadership , service‐learning as both an experience and pedagogy relates in very powerful ways to what leadership educators increasingly advocate (Wagner & Pigza, ). Service and leadership learning offer both process and product when students and community partners engage in “purposeful action that addresses both immediate and/or systemic change issues” (Wagner & Pigza, , p. 6). Community service involvement has been found to contribute to socially responsible leadership across numerous demographic groups (Dugan, Kodama, & Correia, ); when community service is enhanced with service‐learning principles and linked to leadership, there is even greater potential for positive outcomes.…”

Section: What Is Service‐learning?mentioning

confidence: 99%

The Role of International Service‐Learning in Cultivating Global Citizenship and Leadership

Santulli

2018

New Drctns Student Lead

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This chapter highlights perspectives and models of international leadership, examines the power and pedagogy of experiential learning, and delves into how international service-learning and other modes of experiential learning lead to the cultivation of international leadership and citizenship capacities. The chapter focuses on service-learning within an international and cross-cultural context and explores the forms, benefits, challenges, and best practices of service-learning. International service-learning and other experiential learning opportunities reflect a clear path to a more peaceful, sustainable, and united planet.

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Section: What Is Service‐learning?mentioning

confidence: 99%

The Role of International Service‐Learning in Cultivating Global Citizenship and Leadership

Santulli

2018

New Drctns Student Lead

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“…In fairness to the leadership studies educators cited above, they have also called for appropriate preparation and critical reflection. Wagner and Pigza () suggested that outsiders must have “proper training for their service activity, an understanding of the social issue at hand, the local history, the ways that power and politics shape the context, and the cultural awareness necessary to be effective in service” (p. 12). Dugan et al () recognized that leadership education that overemphasizes leader development may simply reproduce the existing social order, as in the cases above, where privileged students from the North gain validation and even education while exploiting, albeit unintentionally, individuals and communities in the Global South.…”

Section: Contextualized Actions Power Analysis and Discourse Critiquementioning

confidence: 99%

“…Such critiques have prompted considerable bodies of scholarship around critical service‐learning (Mitchell, ), postdevelopment studies (Rahnema & Bawtree, ), and alternatives to leadership development that are increasingly focused on community inclusion, social awareness, and variously de‐centering self (Dugan et al, ; Longo & McMillan, ; Wagner & Pigza, ). These approaches gain much of their strength from the importance of intentionality and participation, including de‐centering traditional authorities; yet, in practice they may not do enough to protect vulnerable populations in global engagement programming.…”

Section: Introductionmentioning

confidence: 99%

Community‐Engaged Scholarship, Knowledge, and Dominant Discourse: A Cautionary Tale From the Global Development Sector

Hartman

2017

J of Leadership Studies

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Community‐engaged scholarship (CES) often intersects with international education, global development, and leadership studies as higher education institutions work to prepare global leaders. The intersection is rife with perverse incentives, and illustrates the importance of conceptual and technical preparation as they relate to right action in marginalized communities. After reviewing the social phenomena resulting from these perverse incentives, the current paper considers the ways in which dominant discourse may prevent students and faculty from seeing the full shape of issues they wish to address through CES. A rights‐based approach is advanced as a tool in the effort to ensure ethically grounded partnerships.

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“…Specifically, Wagner and Pigza (2016) argue that addressing 21st century problems effectively requires 21st century notions of leadership and social responsibility. With respect to service-learning and social entrepreneurship, the Social Change Model (SCM) of Leadership Development (HERI, 1996) provides a useful theoretical framework that can guide how we prepare students to engage with community partners and other stakeholders.…”

Section: Toward a Unifying Competency-based Framework Of Participatomentioning

confidence: 99%

Preparing students for service-learning and social entrepreneurship experiences

Chung

Taylor

Nehila

2018

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)

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A critical feature of contemporary models of civic engagement is mutuallybeneficial collaboration between campus and community partners, in which all members contribute skills and experience to co-create knowledge. At any given time, multiple relationships require attention -for example, triadic relationships between students, faculty, and staff of community organizations. This model is relevant for both service-learning (SL) and social entrepreneurship (SE), as both seek to work with community partners or in the community to address challenges facing the community. To date, research involving students has focused on the impact of these learning opportunities on student development (e.g., academics, civic participation). For students to be true partners in SL and SE projects, however, we need to understand the reciprocity of these interactions, particularly how to prepare students can become collaborators in developing campus-community partnerships (i.e., participatory readiness). To promote participatory readiness among students, we argue for a competency-based framework that integrates research and recommendations from the fields of service-learning, social entrepreneurship, and educational leadership. Throughout the article, we discuss similarities and differences in SL and SE practices and draw attention to the implications of the work for community engagement and pedagogy in higher education.

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The Intersectionality of Leadership and Service‐Learning: A 21st‐Century Perspective

Cited by 14 publications

References 9 publications

The Role of International Service‐Learning in Cultivating Global Citizenship and Leadership

The Role of International Service‐Learning in Cultivating Global Citizenship and Leadership

Community‐Engaged Scholarship, Knowledge, and Dominant Discourse: A Cautionary Tale From the Global Development Sector

Preparing students for service-learning and social entrepreneurship experiences

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