Abstract
Community-based learning (CBL) is a form of experiential learning that integrates academic theory and content with active service in an applied setting. CBL is especially well suited for teaching about complex social issues. We present the case study of a psychology course on substance use recovery that leverages CBL to dismantle stereotypes, humanize a highly stigmatized mental health problem facing society, and afford students the opportunity to consider their own privilege and positionality.
Recommended Citation
Hayaki, Jumi and Jenkins, Isabelle
(2024)
"Teaching About Substance Use Recovery: The Pedagogical Power of Community-Based Learning,"
Journal of Community Engagement and Higher Education: Vol. 16:
Iss.
2, Article 1.
Available at:
https://scholars.indianastate.edu/jcehe/vol16/iss2/1
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons, Substance Abuse and Addiction Commons