Abstract
Analyzing the development of the “New Orleans Black Worker Organizing History” digital humanities timeline, this case study addresses the inevitability of transient partnerships between students and community members, while pushing back on the notion of “authentic relationships” in service learning. Embracing the ephemerality of service-learning projects, I focus more on intentional strategies that can lead to transformative learning experiences and help to create a more even playing field in knowledge production. I link critical service learning with feminist pedagogy to offer collaborative strategies that better leverage resources to bridge campus and community.
Recommended Citation
Fouts, Sarah
(2020)
"When “Doing With” Can Be Without: Employing Critical Service-Learning Strategies in Creating the “New Orleans Black Worker Organizing History” Digital Timeline,"
Journal of Community Engagement and Higher Education: Vol. 12:
Iss.
1, Article 3.
Available at:
https://scholars.indianastate.edu/jcehe/vol12/iss1/3
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