Pub Date : 2021-08-18DOI: 10.3998/mjcsloa.3239521.0027.109
Monica M. Kowal
{"title":"20210920","authors":"Monica M. Kowal","doi":"10.3998/mjcsloa.3239521.0027.109","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0027.109","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"79 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79480180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.3998/mjcsloa.3239521.0027.102
Lauren B. Cattaneo
This article describes a longitudinal study of a social justice– oriented service- learning course at a large diverse university. The course elucidates the social causes of social problems, with poverty as a case example. Research shows that service- learning meaningfully impacts college students but that outcomes vary across courses and students, and scholars have called for greater attention to these sources of variation and mechanisms of change. Placing social justice at the center of this inquiry means focusing on a particular subset of outcomes and student characteristics. The study evaluated changes in outcomes central to social justice pedagogy, including explicit and implicit attitudes, explored whether these changes were moderated by students’ social class, and tested whether attitude changes predicted civic behavior a year later. Compared to a control group (n = 172), students who took the course (n = 113) increased systemic attributions for poverty, decreased individualistic attributions, increased their awareness of class privilege, and increased their general social justice attitudes. They increased their civic action in terms of political action and general civic engagement. Implicit attitudes did not shift. Students who experienced more financial stress changed less in terms of deficit- oriented thinking but changed more in terms of system- oriented thinking. Pedagogical implications for social justice– oriented courses are discussed, including the need to consider techniques targeting deficit-oriented thinking and system- oriented thinking separately.
{"title":"Attitude Change and Action in a Course Aiming for the Social Justice Turn","authors":"Lauren B. Cattaneo","doi":"10.3998/mjcsloa.3239521.0027.102","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0027.102","url":null,"abstract":"This article describes a longitudinal study of a social justice– oriented service- learning course at a large diverse university. The course elucidates the social causes of social problems, with poverty as a case example. Research shows that service- learning meaningfully impacts college students but that outcomes vary across courses and students, and scholars have called for greater attention to these sources of variation and mechanisms of change. Placing social justice at the center of this inquiry means focusing on a particular subset of outcomes and student characteristics. The study evaluated changes in outcomes central to social justice pedagogy, including explicit and implicit attitudes, explored whether these changes were moderated by students’ social class, and tested whether attitude changes predicted civic behavior a year later. Compared to a control group (n = 172), students who took the course (n = 113) increased systemic attributions for poverty, decreased individualistic attributions, increased their awareness of class privilege, and increased their general social justice attitudes. They increased their civic action in terms of political action and general civic engagement. Implicit attitudes did not shift. Students who experienced more financial stress changed less in terms of deficit- oriented thinking but changed more in terms of system- oriented thinking. Pedagogical implications for social justice– oriented courses are discussed, including the need to consider techniques targeting deficit-oriented thinking and system- oriented thinking separately.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81848417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.3998/mjcsloa.3239521.0027.106
Christey Carwile
Drawing on three years of partnership with residents of the Pine Ridge Reservation in South Dakota, I discuss some of the insights and challenges of working toward a critical community engagement that is antiracist, anticolonial, and “placeengaged” (Siemers et al., 2015). I specifically reflect on how the bridging of academic practice with Indigenous models of teaching and learning can offer a powerful way to center social justice in community engagement work. I model this approach by discussing academic concepts and pedagogies used in the classroom alongside Lakota concepts and stories shared during our engagement. I then include the voices of students as they critically reflect on lessons of racial privilege, Indigenous survivance, and reciprocity/allyship. Lastly, this article is my own attempt at some form of reciprocation, as a way to respond to the common expectation that many Lakota elders/teachers expressed during our time with them— that we share these lessons beyond the Reservation.
通过与南达科他州松岭保留地居民三年的合作，我讨论了一些关于反种族主义、反殖民主义和“地方参与”的关键社区参与的见解和挑战(Siemers et al.， 2015)。我特别思考如何将学术实践与土著教学模式相结合，为社区参与工作中的社会正义提供有力途径。我通过讨论课堂上使用的学术概念和教学法，以及我们在参与过程中分享的拉科塔概念和故事，来模拟这种方法。然后，我收录了学生的声音，因为他们批判性地反思了种族特权、土著生存和互惠/盟友关系的教训。最后，这篇文章是我自己在某种形式的回报的尝试，作为一种方式来回应许多拉科塔长老/老师在我们与他们相处期间表达的共同期望-我们分享保留地以外的这些经验教训。
{"title":"Race, Power, and Place: Lakota Lessons from Pine Ridge Reservation","authors":"Christey Carwile","doi":"10.3998/mjcsloa.3239521.0027.106","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0027.106","url":null,"abstract":"Drawing on three years of partnership with residents of the Pine Ridge Reservation in South Dakota, I discuss some of the insights and challenges of working toward a critical community engagement that is antiracist, anticolonial, and “placeengaged” (Siemers et al., 2015). I specifically reflect on how the bridging of academic practice with Indigenous models of teaching and learning can offer a powerful way to center social justice in community engagement work. I model this approach by discussing academic concepts and pedagogies used in the classroom alongside Lakota concepts and stories shared during our engagement. I then include the voices of students as they critically reflect on lessons of racial privilege, Indigenous survivance, and reciprocity/allyship. Lastly, this article is my own attempt at some form of reciprocation, as a way to respond to the common expectation that many Lakota elders/teachers expressed during our time with them— that we share these lessons beyond the Reservation.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87181765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.3998/mjcsloa.3239521.0027.107
Meghan V. Doran
This research brings the voices of community partner organizations into the discussion of ethical obligations of university and student partners in community- based learning. We used a framework for service-learning ethics developed by Wendler (2012), which brings The Belmont Report (1979) on research ethics together with decolonizing, feminist, and participatory action research frameworks, to guide our interviews with staff members of community organizations about their experiences and beliefs about the ethical obliga tions of faculty and students partnering with service- learning courses. We found that the community organization perspective deepened our understanding of the categories elaborated in the Wendler framework (i.e., respect, reflexivity, beneficence, and justice) and situated them in relationship to one another as context, process, and outcome. Based on these findings, we introduce a relational approach to service- learning ethics that centers social justice, and we offer seven key principles to reflect the perspectives of community partners in our ethical practice. framework, which is grounded in decolonial, feminist, and participatory approaches, to understand how community partners interpreted issues related to respect for persons, beneficence, justice, and reflexivity in service- learning partnerships. We found that Wendler’s framework useful in uncovering issues of power and inequality in community- university partnerships as well as in help-ing us to understand what a more just vision for service- learning that’s rooted in the concerns and aspirations of our community partners looks like. Our findings showed that community partners expressed their desire to have more ownership over decision- making processes and that strong relationships grounded in open communication and consent were critical to the success of service- learning projects. We introduced the concept of a relational approach to service- learning ethics, which builds upon existing studies showing the importance of relationships
{"title":"Perspectives of Community Partner Organizations in the Development of Ethical Service-Learning Guidelines","authors":"Meghan V. Doran","doi":"10.3998/mjcsloa.3239521.0027.107","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0027.107","url":null,"abstract":"This research brings the voices of community partner organizations into the discussion of ethical obligations of university and student partners in community- based learning. We used a framework for service-learning ethics developed by Wendler (2012), which brings The Belmont Report (1979) on research ethics together with decolonizing, feminist, and participatory action research frameworks, to guide our interviews with staff members of community organizations about their experiences and beliefs about the ethical obliga tions of faculty and students partnering with service- learning courses. We found that the community organization perspective deepened our understanding of the categories elaborated in the Wendler framework (i.e., respect, reflexivity, beneficence, and justice) and situated them in relationship to one another as context, process, and outcome. Based on these findings, we introduce a relational approach to service- learning ethics that centers social justice, and we offer seven key principles to reflect the perspectives of community partners in our ethical practice. framework, which is grounded in decolonial, feminist, and participatory approaches, to understand how community partners interpreted issues related to respect for persons, beneficence, justice, and reflexivity in service- learning partnerships. We found that Wendler’s framework useful in uncovering issues of power and inequality in community- university partnerships as well as in help-ing us to understand what a more just vision for service- learning that’s rooted in the concerns and aspirations of our community partners looks like. Our findings showed that community partners expressed their desire to have more ownership over decision- making processes and that strong relationships grounded in open communication and consent were critical to the success of service- learning projects. We introduced the concept of a relational approach to service- learning ethics, which builds upon existing studies showing the importance of relationships","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"84 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85242144","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.3998/mjcsloa.3239521.0027.104
J. Yee
{"title":"20210920","authors":"J. Yee","doi":"10.3998/mjcsloa.3239521.0027.104","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0027.104","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"30 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73643048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.3998/mjcsloa.3239521.0027.108
David D. Cooper
{"title":"20210920","authors":"David D. Cooper","doi":"10.3998/mjcsloa.3239521.0027.108","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0027.108","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88425734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.3998/mjcsloa.3239521.0027.105
Andrea Brewster
{"title":"20210920","authors":"Andrea Brewster","doi":"10.3998/mjcsloa.3239521.0027.105","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0027.105","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82064741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-18DOI: 10.3998/mjcsloa.3239521.0027.103
Milagros Castillo-Montoya
Critical service- learning is a form of engaged pedagogy that supports development of students’ critical consciousness. However, critical service- learning continues to prioritize the development of white students, often times at the expense of marginalized communities and minoritized college students. This study seeks to disrupt this approach by examining the attributes of Latinx critical consciousness present in 30 reflective writing entries written by six Latinx college students enrolled in a sport- based critical service- learning course for a semester. Findings demonstrate how the course aligned with students’ Latinx critical consciousness and how Latinx critical consciousness went beyond the focus of the course. Study findings have implications for service- learning practitioners and scholars who want to further consider how curriculum and practices in critical service- learning courses can center racially minoritized students’ critical consciousness. Critical service- learning (CSL) is a form of engaged pedagogy connecting academic courses with community ser vice experiences while having students examine and understand their social identities and positionalities, interrogate the systems that perpetuate inequality, and take actions toward addressing these inequalities Rosenberger, Toward this goal, CSL instructors work to develop students’ critical consciousness as a learning outcome (Boyle- Baise, 2007) by having students “[c]ombine action and reflection in the class room and community to examine both the historical precedents of the social problems addressed in their service placements and the impact of their personal action/inaction in maintaining and transforming those problems” Research on CSL has shown that students do deepen their understanding of structural and engage in actions for service-
{"title":"Developing Critical Consciousness: The Gains and Missed Opportunities for Latinx College Students in a Sport-Based Critical Service-Learning Course","authors":"Milagros Castillo-Montoya","doi":"10.3998/mjcsloa.3239521.0027.103","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0027.103","url":null,"abstract":"Critical service- learning is a form of engaged pedagogy that supports development of students’ critical consciousness. However, critical service- learning continues to prioritize the development of white students, often times at the expense of marginalized communities and minoritized college students. This study seeks to disrupt this approach by examining the attributes of Latinx critical consciousness present in 30 reflective writing entries written by six Latinx college students enrolled in a sport- based critical service- learning course for a semester. Findings demonstrate how the course aligned with students’ Latinx critical consciousness and how Latinx critical consciousness went beyond the focus of the course. Study findings have implications for service- learning practitioners and scholars who want to further consider how curriculum and practices in critical service- learning courses can center racially minoritized students’ critical consciousness. Critical service- learning (CSL) is a form of engaged pedagogy connecting academic courses with community ser vice experiences while having students examine and understand their social identities and positionalities, interrogate the systems that perpetuate inequality, and take actions toward addressing these inequalities Rosenberger, Toward this goal, CSL instructors work to develop students’ critical consciousness as a learning outcome (Boyle- Baise, 2007) by having students “[c]ombine action and reflection in the class room and community to examine both the historical precedents of the social problems addressed in their service placements and the impact of their personal action/inaction in maintaining and transforming those problems” Research on CSL has shown that students do deepen their understanding of structural and engage in actions for service-","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87380925","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-21DOI: 10.3998/MJCSLOA.3239521.0026.204
Ben Trager
This qualitative participatory action research project demonstrates how participation in a communitybased internship (CBI), a hybridization of servicelearning and internship practices, affects undergraduate students, community partners, and the university at a large public university. This article outlines a rationale for the study, demonstrating that robust knowledge regarding the effects of servicelearning and internships exists, but there is a need to understand how hybridization of these highimpact practices (HIPs) affects program stakeholders. Next, the participatory methodological procedures will be highlighted as they are integral to the presentation and interpretation of the data. The findings will demonstrate that although stakeholders in a CBI have similar experiences to traditional servicelearning and internship programs, the hybridization of these HIPs creates a unique environment that shapes these experiences. Furthermore, the participatory inquiry raises questions regarding how research ought to be conducted in servicelearning and community engagement. Higher education institutions (HEIs) are charged with preparing students for their future professional roles (Coker et al., 2017) while maintaining a civic mission of developing engaged citizens (Ehrlich, 2000). Internships and servicelearning experiences have been proposed as pedagogical practices that fulfill these goals— internships as a means to prepare students for professional life (Silva et al., 2016) and servicelearning as a means to support the university’s civic mission (Nichols, 2016). Therefore, understanding the structure of a program that amalgamates these two highimpact practices (HIPs) (Kuh, 2008) through an examination of the experiences of stakeholders of a communitybased internship (CBI) is important. Furthermore, both internships and servicelearning are relatively well understood and conceptualized in existing literature, yet there is much less information regarding the hybridization of these practices. Both servicelearning and internships have been recognized for their positive impacts on students and have evolved into widely implemented practices; therefore, combining the two into one learning experience seems to be a pathway for future educational practice that meets the goals of HEIs.
{"title":"Community-Based Internships: How a Hybridized High-Impact Practice Affects Students, Community Partners, and the University","authors":"Ben Trager","doi":"10.3998/MJCSLOA.3239521.0026.204","DOIUrl":"https://doi.org/10.3998/MJCSLOA.3239521.0026.204","url":null,"abstract":"This qualitative participatory action research project demonstrates how participation in a communitybased internship (CBI), a hybridization of servicelearning and internship practices, affects undergraduate students, community partners, and the university at a large public university. This article outlines a rationale for the study, demonstrating that robust knowledge regarding the effects of servicelearning and internships exists, but there is a need to understand how hybridization of these highimpact practices (HIPs) affects program stakeholders. Next, the participatory methodological procedures will be highlighted as they are integral to the presentation and interpretation of the data. The findings will demonstrate that although stakeholders in a CBI have similar experiences to traditional servicelearning and internship programs, the hybridization of these HIPs creates a unique environment that shapes these experiences. Furthermore, the participatory inquiry raises questions regarding how research ought to be conducted in servicelearning and community engagement. Higher education institutions (HEIs) are charged with preparing students for their future professional roles (Coker et al., 2017) while maintaining a civic mission of developing engaged citizens (Ehrlich, 2000). Internships and servicelearning experiences have been proposed as pedagogical practices that fulfill these goals— internships as a means to prepare students for professional life (Silva et al., 2016) and servicelearning as a means to support the university’s civic mission (Nichols, 2016). Therefore, understanding the structure of a program that amalgamates these two highimpact practices (HIPs) (Kuh, 2008) through an examination of the experiences of stakeholders of a communitybased internship (CBI) is important. Furthermore, both internships and servicelearning are relatively well understood and conceptualized in existing literature, yet there is much less information regarding the hybridization of these practices. Both servicelearning and internships have been recognized for their positive impacts on students and have evolved into widely implemented practices; therefore, combining the two into one learning experience seems to be a pathway for future educational practice that meets the goals of HEIs.","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"105 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74903160","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-21DOI: 10.3998/mjcsloa.3239521.0026.206
{"title":"Reviewers — Volume 26.2","authors":"","doi":"10.3998/mjcsloa.3239521.0026.206","DOIUrl":"https://doi.org/10.3998/mjcsloa.3239521.0026.206","url":null,"abstract":"","PeriodicalId":93128,"journal":{"name":"Michigan journal of community service learning","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81981608","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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