Partnering With LGBTQ+ Communities: The Issues

Partnering With LGBTQ+ Communities: The Issues

Suzanne Fondrie (University of Wisconsin – Oshkosh, USA)
Copyright: © 2018 |Pages: 8
DOI: 10.4018/978-1-5225-2900-2.ch014
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Abstract

What issues and considerations are involved in developing and facilitating service-learning projects with lesbian, gay, bisexual, transgender, and queer (LGBTQ) communities? This chapter presents results of examining the limited scholarship on service-learning projects conducted with these communities. The author proposes possible reasons for the lack of scholarship and offers suggestions for pre-, during-, and post-project considerations. These suggestions include identifying and surveying potential collaborators, preparing students for engaging with the communities, facilitating reflection during the project, and debriefing students afterward, along with analyzing results in order to improve future collaboration efforts.
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The Scholarship Gap

The call for proposals for this book resulted in only a single chapter on service-learning with LGBTQ communities. Further, a search of journal databases and service-learning texts by the author and a graduate assistant revealed few service-learning projects with LGBTQ communities. It was also troubling to note that the few published papers focused on projects that worked with these constituents contained little discussion of how to prepare participants for the project or how to process and reflect on the experience.

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