When “Doing With” Can be Without: Employing Critical Service-Learning Strategies in Creating the “New Orleans Black Worker Organizing History” Digital Timeline

Sarah Fouts


Examining the production of the “New Orleans Black Worker Organizing History” digital humanities timeline, this case study links critical service-learning with feminist pedagogy to offer collaborative strategies that better leverage resources to bridge campus and community. Understanding that many service-learning projects are one-semester undertakings, this case study addresses the inevitability of transient partnerships between students and community members, while pushing back on the notion of “authentic relationships” in service-learning.


digital humanities; critical community-engagement; feminist pedagogy; accompaniment; popular education

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