Abstract
This study centers BIPOC (Black, Indigenous, People of Color) students’ experiences in servicelearning courses at a predominantly White college. Researchers conducted eight semi-structured interviews using qualitative case study methods and analyzed the data through a critical consciousness framework. Data illuminated tensions in predominantly White spaces, perils and promises of preparation, and relationality with community partners demonstrating how Whiteness is often centered unintentionally. Based on the data collected, the authors suggest recommendations for implementing pedagogy that addresses the lived experiences of BIPOC students in service-learning courses.
Recommended Citation
Valencia-Garcia, Nelson Omar and Coles-Ritchie, Marilee
(2021)
"Examining Service-Learning Pedagogical Practice Through Centering BIPOC Student Voices,"
Journal of Community Engagement and Higher Education: Vol. 13:
Iss.
2, Article 3.
Available at:
https://scholars.indianastate.edu/jcehe/vol13/iss2/3
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