Chapter 2: Exploring a Critical Model of Faculty Engagement With Service-Learning Programs

This critical examination of service-learning begins with an exploration of different forms of social justice-oriented or critical service-learning taking place in various higher education contexts. The intent of this exploration is to recursively and critically examine assumptions of “best practices” so that faculty can work collaboratively with students and community partners to explore ways to problematize and reimagine institutional structures and existing programs. Through questioning the existing structures, the aim is to propose an approach to service-learning that is grounded in critical awareness, social justice outcomes, authentic learning for diverse students, and reciprocity with community partners.

This is more urgent than ever in the current context that is shining a light on past and present racial injustices. The resurgence of the Black Lives Matter movement and the COVID-19 pandemic occurring simultaneously present a situation in which injustice and systemic racism can no longer be ignored; rather, social justice should be part of the process of implementing a service-learning project at all levels.