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Critical Service-Learning: Vehicle to Social Justice Education

Critical Service-Learning: Vehicle to Social Justice Education

Shirley Mthethwa-Sommers
Copyright: © 2020 |Pages: 12
ISBN13: 9781799852681|ISBN10: 1799852687|EISBN13: 9781799852698
DOI: 10.4018/978-1-7998-5268-1.ch006
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MLA

Mthethwa-Sommers, Shirley. "Critical Service-Learning: Vehicle to Social Justice Education." Handbook of Research on Diversity and Social Justice in Higher Education, edited by Jared Keengwe, IGI Global, 2020, pp. 105-116. https://doi.org/10.4018/978-1-7998-5268-1.ch006

APA

Mthethwa-Sommers, S. (2020). Critical Service-Learning: Vehicle to Social Justice Education. In J. Keengwe (Ed.), Handbook of Research on Diversity and Social Justice in Higher Education (pp. 105-116). IGI Global. https://doi.org/10.4018/978-1-7998-5268-1.ch006

Chicago

Mthethwa-Sommers, Shirley. "Critical Service-Learning: Vehicle to Social Justice Education." In Handbook of Research on Diversity and Social Justice in Higher Education, edited by Jared Keengwe, 105-116. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-5268-1.ch006

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Abstract

Colleges and universities in the U.S. engage in service-learning in order to cultivate dispositions of empathy and civic engagement. This chapter draws from a Foundations of Education course in a historically and predominately White institution participating in service-learning in predominately Black and Latinx high schools. The purpose of the course was to teach about the legacy of state sponsored oppression, social justice education, and advocacy. The course provided theoretical frameworks to the practical knowledge and skills that students garnered from engagement in community schools. Data collected for research purposes were quantitative and qualitative. The results of the study show that service-learning can be a vehicle toward social justice education particularly in exposing oppressive structures and practices in urban schools.

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