Service-Learning and Racial Capitalism: On the Commodification of People of Color for White Advancement

2021 ◽  
Vol 44 (4) ◽  
pp. 419-446
Author(s):  
Lauren N. Irwin ◽  
Zak Foste
2019 ◽  
Vol 43 (1) ◽  
pp. 55-70
Author(s):  
Melissa A. Collins ◽  
Joanna Totino ◽  
Ardice Hartry ◽  
Valeria F. Romero ◽  
Rosio Pedroso ◽  
...  

Background: Women and people of color are consistently underrepresented in science, technology, engineering, and math (STEM) fields and careers. Though there are myriad factors underlying these gaps, one potential variable may be the extent to which these students feel connected to their STEM classroom experiences. Purpose: The present study investigated the potential of a service-learning experience to support STEM engagement for underrepresented youth. Methodology/Approach: Two cohorts of high school students participated in a summer program through which they built “solar suitcases” to provide electricity for communities in need. Observations and student surveys measured student engagement and changes in STEM attitudes, dispositions, and beliefs. Findings/Conclusions: Students were highly engaged in service-learning activities and demonstrated improved Science Fascination, Science Values, and STEM Career Affinity after participating in the program. Implications: Implications for the design and delivery of culturally relevant service-learning experiences are discussed.


Author(s):  
Camilla Fojas

The alarm and anxiety unleashed by the Great Recession found fascinating expression across popular culture. Harried survivors negotiated societal collapse among zombies in The Walking Dead. Middle-class whites crossed the literal and metaphorical Mexican border on Breaking Bad or coped with a lack of freedom among the marginalized on Orange Is the New Black. Camilla Fojas uses representations of people of color, the incarcerated, migrants, and trans/queers--vulnerable populations all--to explore the contradictions created by the economic crisis and its freefalling aftermath. Television, film, advertising, and media coverage of the crisis created a distinct kind of story about capitalism and the violence that supports it. Fojas shows how these pop culture moments reshaped social dynamics and people's economic sensibilities and connects the ways pop culture reflected economic devastation. She examines how racial capitalism persists through the proliferation of diverse forms of racial domination and non-European imperialism in the neoliberal era. Racial hierarchies are supplemented by other typologies, ones that are racialized but contain different symbolic capacities, particularly that between migrant or refugee or displaced person and citizen and global North and global South. Zombies, Migrants, and Queers shows how racial capitalism creates new tributaries of oppression in its neoliberal imperial form.


2019 ◽  
Vol 3 (3) ◽  
pp. 601-623 ◽  
Author(s):  
Patrick Bigger ◽  
Nate Millington

As the effects of austerity continue to ravage cities and the impacts of climate change become more pronounced, municipal officials around the world are struggling to pay for climate adaptation. Some cities have already begun to anticipate the new infrastructures that climate change will require, while others have been forced to adapt in real time as climate crises have arrived in spectacular ways. Two of the most emblematic events are Superstorm Sandy, which drenched New York City in October 2012, and the drought-induced crisis of water scarcity in Cape Town, South Africa, which was most visible between 2016 and 2018. In both cases, the cities turned to green bonds, a form of municipal finance that foregrounds environmental ambitions. In this paper, we track the forms of adaptation projects that green borrowing are earmarked to fund. Drawing from scholarship on the financialization of nature alongside recent work on racial capitalism and austerity, we find that rather than transformative municipal change each city is largely carrying on with projects that reinscribe existing inequalities in the city. In addition to reflecting inequalities already present in the two cities, however, the use of municipal debt for adaptation intensifies risks, both financial and environmental, borne primary by the poor or working class people of color. Building on qualitative fieldwork in Cape Town, New York, and across the green bond investment chain, we argue that the risks posed by climate change in the city cannot be financialized away. Ultimately, we call for the end of municipal austerity driven by national and supranational budgeting choices in favor of increasing national funding of municipal adaptation by rescaling borrowing to higher political scales that can more progressively distribute risks.


Author(s):  
Janet Neary

Meditating on the continued racial speculation on black bodies in our contemporary moment, the epilogue brings the link between racial violence, capitalism, and evidentiary epistemology into sharper focus. Drawing on Harriet Jacobs’s insights into the role racial violence-as-spectacle plays in the construction of wealth, the epilogue considers what ex-slave narrators bring to contemporary debates around racial violence, such as the debate over whether or not police body cameras will resolve or lessen unremitting episodes of police brutality on people of color. While the book opens with an analysis of contemporary visual slave narratives at the end of the 20th century, the epilogue ends with a consideration of the slave narrative form in the 21st century, considering works that contribute to contemporary figurations of slavery but are not all strictly within the slave narrative tradition I have defined, including John Jones, Kerry James Marshall, and Kyle Baker.


Author(s):  
Ying-Chiao Tsao

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.


Author(s):  
Sabine Heuer

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.


2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.


2005 ◽  
Vol 8 (1) ◽  
pp. 16-18
Author(s):  
Howard F. Wilson
Keyword(s):  

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