Focusing on Faculty Reflection: How University Students are Positioned in Service-Learning Courses

Meghan Barnes, Lucy Steele, Heather Coffey


Service-learning is often identified as a pedagogy to prepare undergraduates for life beyond college. However, research suggests service-learning courses rarely challenge learners to explore structural causes of inequity or engage in transformative action. This study explores how one college professor positioned students as they engaged in service-learning. Through document analysis of nine semesters of one course, researchers sought to understand how positioning of university students shapes the effectiveness of service-learning coursework with a justice orientation.



Critical consciousness, social justice, teacher education

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