Educating for Social Justice through Activist-Oriented Sites

Abstract

Combining the concepts of critical service learning (Mitchell, 2008) with antioppressive pedagogies (Kumashiro, 2002) highlight the importance of using community service learning sites aimed toward positive social change. How sites are structured and how students are positioned influence what students learn from the experience. Using ethnographic methods, I analyze experiences of college service learners working with a labor union to illustrate how activist-oriented organizations are fundamental to providing critical spaces of learning and social change.