Critical service-learning model with three components: social change orientation, power redistribution, and authentic relationships¶

Theory · All theories
Evidence · 5 claims (5 for) · 2 studies (1 associational, 1 qualitative), q1–q2 · 1 of 2 report an effect size · 5 claims rest on one study

Description¶

Critical service-learning is a model that adopts a social justice framework, as opposed to a more "apolitical helper" model of service-learning, and demands an analysis of power structures and social change (Mitchell, 2008). The article identifies three components: "(a) providing a social change orientation; (b) working to redistribute power; and (c) developing authentic relationships." Authentic relationships challenge the self-other binary, emphasizing interdependence and reciprocity. This study operationalizes the authentic relationships component by examining professor, community partner, and peer mentor relationships.

Design Implications¶

Context¶

Requirements¶

• Adopts a social justice framework rather than an apolitical helper model
• Demands analysis of power structures and social change
• Authentic relationships sustained by good communication and on-going dialogue between community partner and faculty or campus

Constraints¶

• Service-learning has not fully realized its original civic purpose without moving toward justice-oriented pedagogy
• The article notes Mitchell does not clearly outline the extent of the community partner's role

Target Learners¶

• Undergraduate students in service-learning courses
• higher education students
• faculty
• community partners

Target Learning Objectives¶

• Civic engagement attitudes including civic action, political awareness, social justice attitudes, and diversity attitudes
• social justice awareness
• disruption of deficit-driven perceptions and stereotypes
• community-engaged learning

Claims¶

• Service-learning students with a SLAM peer mentor scored higher on posttest civic action than non-mentored students, in a non-randomised comparison [+M]
• Slam Relationship Quality Correlates Civic Action [+M]
• Professor Relationship Quality Civic Engagement Bidirectional [+M]
• Community Partner Conflict Negatively Correlates Social Justice [+M]
• Csl Co Planning Gives Community Partners Voice In Project [+W]

Related Theories¶

• Competing conceptual models of service-learning: Butin's four perspectives and Mitchell's traditional/critical distinction
• Positionality pedagogy as 'being' rather than 'doing': modeling justice and equity across all of a teacher's work
• Integration of decolonial, socioecological, translingual, trauma-informed, and community-engaged praxis across the handbook

Examples¶

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Key Sources¶

• Harkins, D. A., Grenier, L. I., Irizarry, C., Robinson, E., Ray, S., & Shea, L.-M. (2020). Building relationships for critical service-learning. Michigan Journal of Community Service Learning, 26(2), 21–38. https://doi.org/10.3998/mjcsloa.3239521.0026.202
• Warren-Gordon, K., Hudson, K., & Scott, F. (2019). Voices of Partnerships Within the Critical Service-Learning Framework. Journal of Community Engagement and Higher Education, 12(2). https://portal.issn.org/resource/ISSN/1934-5283