Integrating Service Learning and Multicultural Education in Colleges and Universities

By Carolyn R. O'Grady | Go to book overview

aration therefore includes naming the systemic inequity that underlies a given community service setting, and identifying the interrelated systems of oppression that perpetuate social injustice. In addition to the logistical preparation, students carry these newly acquired conceptual lenses with them as they work in the community, searching consciously for the root causes of the social issues that people they are working with in the community are experiencing.

Our second observation concerns the importance of developing students' capacity for self-reflection. Reflection is also a commonly used term in the service learning literature. It is seen to be the crucial process that transforms experience into learning, a key element of all experiential learning processes ( Kolb, 1984). Yet, in critical service learning pedagogy, self-reflection is emphasized. It is not sufficient for students to reflect on "those people," the "others" with whom they might be involved in the community. Students must also reflect on their own identities, actions, feelings, thoughts, and perceptions. As we interact in society, our actions contribute to the existing social structure, and can either reinforce or alleviate the system of oppression that exists. Therefore, to insure that we do not perpetuate the system of oppression, we must develop the capacities to look inward and we must be conscious of the relationship between our identities and our actions in an unjust and inequitable society. Racism, sexism, homophobia, ableism, and so forth is not only about groups who are the targets of these specific oppressions; it is equally about groups that receive privileges based on certain characteristics of identity. In this preparation, all of us are called to examine how we have responded to being both a target at some point in our lives, and to receiving unearned privilege. Self-reflection on the cumulative effect of receiving multiple forms of privilege or being targeted in multiple ways is critical to culturally aware community participation. Developing this capacity for self-reflection -- a trait not encouraged in our fast-paced "been there done that" society -- is therefore an important aspect of critical service learning pedagogy.

Introducing students to the concepts of power, privilege, and oppression, and stressing the development of their capacities for self-reflection can and should be central elements of all service learning efforts.


REFERENCES

Adams M., Bell L. A., & Griffin P. (Eds.). ( 1997). Teaching for diversity and social justice: A sourcebook. New York: Routledge.

-133-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Integrating Service Learning and Multicultural Education in Colleges and Universities
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen
/ 300

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.