Abstract
Critical service learning is an approach that works toward social transformation and egalitarian partnerships. However, the ways in which space facilitates or undermines this approach has been largely unexplored. Drawing on a case study from an urban education course, we argue that a critical geography framework can develop students’ understandings of structural inequalities and nurture egalitarian relationships between partners.
Recommended Citation
Liu, Roseann; Fischmann, Sarah; Hong, Ashley; and Melville, Kathleen
(2020)
"Spatializing Community-Based Learning: How a Critical Geography Framework Can Foster Understandings of Structural Inequality and Egalitarian Relationships,"
Journal of Community Engagement and Higher Education: Vol. 12:
Iss.
1, Article 2.
Available at:
https://scholars.indianastate.edu/jcehe/vol12/iss1/2
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community Psychology Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons