Abstract
Service-learning is often identified as a pedagogy to prepare undergraduates for life beyond college. However, research suggests service-learning courses rarely challenge learners to explore structural causes of inequity or engage in transformative action. This study explores how one college professor positioned students as they engaged in service-learning. Through document analysis of nine semesters of one course, researchers sought to understand how positioning of university students shapes the effectiveness of service-learning coursework with a justice orientation.
Recommended Citation
Barnes, Meghan E.; Steele, Lucy; and Coffey, Heather
(2022)
"Focusing on Faculty Reflection: How University Students Are Positioned in Service-Learning Courses,"
Journal of Community Engagement and Higher Education: Vol. 14:
Iss.
1, Article 3.
Available at:
https://scholars.indianastate.edu/jcehe/vol14/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