Don&#39;t Touch My Hair

Myriad studies on service-learning agree on the benefits of service-learning for students. Because projects are designed with the needs of students and institutions in mind, the experiences of the Black communities served are seldom highlighted nor are the intricacies of the multiple relationships addressed. Voices of marginalized groups especially the Black communities—the community that is the focus of this chapter—needs to be incorporated in authentic and intentional ways to advance transformational service-learning for all involved. This chapter begins to examine issues and opportunities for best case scenarios for service-learning projects in Black communities.

Don't Touch My Hair

Research Anthology on Culturally Responsive Teaching and Learning ◽

10.4018/978-1-7998-9026-3.ch005 ◽

2021 ◽

pp. 62-74

Author(s):

Mary Oling-Sisay

Keyword(s):

Service Learning ◽

Black Communities ◽

Multiple Relationships ◽

Marginalized Groups ◽

Myriad studies on service-learning agree on the benefits of service-learning for students. Because projects are designed with the needs of students and institutions in mind, the experiences of the Black communities served are seldom highlighted nor are the intricacies of the multiple relationships addressed. Voices of marginalized groups especially the Black communities—the community that is the focus of this chapter—needs to be incorporated in authentic and intentional ways to advance transformational service-learning for all involved. This chapter begins to examine issues and opportunities for best case scenarios for service-learning projects in Black communities.

Ethnographic Service Learning: An Approach for Transformational Learning

Journal ◽

10.22582/ta.v6i0.426 ◽

2016 ◽

Vol 6 ◽

Author(s):

Melanie A. Medeiros ◽

Jennifer Guzmán

Keyword(s):

Service Learning ◽

Undergraduate Students ◽

Transformational Learning ◽

Liberal Arts ◽

The United States ◽

Field Methods ◽

The Social ◽

Transformational Experiences ◽

Trends in higher education pedagogy increasingly point to the importance of transformational experiences as the capstone of liberal arts education. Practitioners of ethnography, the quintessential transformational experience of the social sciences, are well-positioned to take the lead in designing courses and term projects that afford undergraduate students opportunities to fundamentally reshape their understanding of the social world and their own involvement within it. Furthermore, in the United States, colleges and universities have become proponents of service learning as a critical component of a holistic educational experience. In this article, we describe how service learning can be incorporated into training students in ethnographic field methods as a means to transformational learning and to give them skills they can use beyond the classroom in a longer trajectory of civic participation. We discuss strategies, opportunities, and challenges associated with incorporating service learning into courses and programs training students in ethnographic field methods and propose five key components for successful ethnographic service learning projects. We share student insights about the transformational value of their experiences as well as introduce some ethical concerns that arise in ethnographic service-learning projects.

INCORPORATING LOCAL ISSUES: EXPLORING SERVICE LEARNING PROJECTS WITHIN WEST VIRGINIA UNIVERSITY’S CORE ARBORETUM

10.1130/abs/2017am-301437 ◽

2017 ◽

Author(s):

Kenneth L. Brown ◽

◽

William P. Frier

Keyword(s):

Service Learning ◽

West Virginia ◽

Service-Learning Projects: Meeting Community Needs

Home Health Care Management & Practice ◽

10.1177/1084822305280710 ◽

2006 ◽

Vol 18 (4) ◽

pp. 315-322 ◽

Cited By ~ 2

Author(s):

Beverly A. Peterson ◽

Jean Yockey ◽

Peggy Larsen ◽

Diana Twidwell ◽

Kathy Jorgensen

Keyword(s):

Service Learning ◽

Community Needs ◽

Reflect, Analyze, Act, Repeat: Creating Critical Consciousness through Critical Service-Learning at a Professional Development School

Education Sciences ◽

10.3390/educsci8030148 ◽

2018 ◽

Vol 8 (3) ◽

pp. 148 ◽

Cited By ~ 1

Author(s):

P. Andrews ◽

Susan Leonard

Keyword(s):

Professional Development ◽

Service Learning ◽

Critical Consciousness ◽

Professional Development School ◽

Engaged Scholarship ◽

Traditional Service ◽

Community Engaged Scholarship ◽

Universities engage students in traditional service-learning projects that often yield “good feelings”, even a savior mentality, but typically leave the root causes of social justice issues unexamined and untouched. In contrast to traditional service-learning, critical service-learning bridges this gap with an explicit focus on justice and equity, situating scholars’ work with the community rather than for it. A public university in the southeast offered a doctoral course that focused on critical service-learning in the context of a professional development school partnership. Designed as an ethnographic multi-case study, each graduate student in the on-site course represents a case. Data collection included interviews, observations, written reflections, and artefacts. The analysis revealed that developing critical service-learning projects with educators—rather than for them—supported participants’ critical consciousness. Findings and discussion highlight that facilitating community-engaged scholarship through critical service-learning impacts graduate students and middle-grades educators’ research interests, work, and future directions.