Civic Identity Development: A Critique of the Civic-Minded Graduate Rubric 2.0 Using a Critical Service-Learning Lens

Audrey Hudgins


Critical service-learning (CSL) enhances community-engaged service-learning and civic identity development, but are CSL principles congruent with assessments guided by the Civic-Minded Graduate Rubric 2.0? Using a CSL lens, I critique the rubric, noting areas of progress and recommendations to enhance its treatment of identity, power, and privilege. I suggest extending this work to foundational and emerging service-learning theories, pedagogies, and evaluation methodologies to fulfill the promise of social-justice-oriented civic learning.


civic-mindedness, civic learning, intersectionality, whiteness, privilege, assessment

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