Educating for Social Justice through Activist-Oriented Sites

Authors

  • Colleen Rost-Banik University of Minnesota

Keywords:

critical service learning, antioppressive pedagogy, critical ethnography, community partner 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. 

Author Biography

Colleen Rost-Banik, University of Minnesota

Colleen Rost-Banik holds a masters in Sociology from the University of Hawai‘i and a Ph.D. in Education from the University of Minnesota. She teaches in both disciplines at the university and community college level, including within the prison system. Her research focuses on how people at the college level teach and learn about interconnected issues of racial, economic, and gender justice.

Downloads

Additional Files

Published

04/30/2020

Issue

Vol. 12 No. 1 (2020): Special Edition: Critical Service Learning

Section

Research and Theory

License

The Journal of Community Engagement and Higher Education (JCEHE) requires authors to transfer copyright to the JCEHE at the time of submission.

If the JCEHE decides not to publish a submission, then copyright is transferred back to the author at the time the submission is declined.

After publication, if an author would like to reprint portions of the article (generally up to 25%), then the author should contact the JCEHE's Editor, Catherine Paterson, to request permission.

200 North Seventh Street, Terre Haute, Indiana, USA 47809-9989
Copyright © 2012 by Indiana State University. 1-800-GO-TO-ISU | 1-800-468-6478