Abstract
Critical service-learning (CSL) enhances community-engaged service-learning and civic identity development, but are CSL principles congruent with assessments guided by the Civic- Minded Graduate Rubric 2.0? Using a CSL lens, I critique the rubric, noting areas of progress and recommendations to enhance its treatment of identity, power, and privilege. I suggest extending this work to foundational and emerging service-learning theories, pedagogies, and evaluation methodologies to fulfill the promise of social-justice-oriented civic learning.
Recommended Citation
Hudgins, Audrey
(2020)
"Civic Identity Development in a Critical Service-Learning Context: A Critique of the Civic-Minded Graduate Rubric 2.0,"
Journal of Community Engagement and Higher Education: Vol. 12:
Iss.
1, Article 6.
Available at:
https://scholars.indianastate.edu/jcehe/vol12/iss1/6
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