Critical Service-Learning: Implications for Considering Difficult Dialogues Within Service-Learning College Courses

• In Event: Marriott Roundtable Session 17
  In Roundtable Session: Intersectional Perspective Using Critical Race Theory

Abstract

The central goal of this paper is to layout the foundational implications and relationship between service-learning, engagement, and difficult dialogues in higher education. I begin by describing two angles of the trajectory and history of service-learning – traditional service-learning (TSL) and critical service-learning (CSL). Broadly, this paper argues that the utility of a conceptual understandings of both engagement and difficult dialogues is essential for the criticality of service-learning, particularly when considering the experiences of college students of color. The intention of reviewing of these bodies of literature is to unveil further insight from centering the perspective of students of color with regard to the purpose and impact of service-learning and community-engagement pedagogical approaches.

Author

• Gema Cardona, Berkeley University of California