Critical Service-Learning and Cultural Humility: Engaging Students, Engaging Communities

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Author(s): Traci C. Terrance (Nazareth College, USA), Marie L. Watkins (Nazareth College, USA)and Lauren Jimerson (Nazareth College, USA)
Copyright: 2018
Pages: 19
Source title: Culturally Engaging Service-Learning With Diverse Communities
Source Author(s)/Editor(s): Omobolade O. Delano-Oriaran (St. Norbert College, USA), Marguerite W. Penick-Parks (University of Wisconsin – Oshkosh, USA)and Suzanne Fondrie (University of Wisconsin – Oshkosh, USA)
DOI: 10.4018/978-1-5225-2900-2.ch001

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

Racial, ethnic, and cultural context impacts how communities perceive problems, and ultimately their perception of what is deemed helpful. Thus, a lack of awareness of these particularities can render service-learning efforts ineffective. This chapter highlights a 12-year service-learning partnership between a predominantly White, comprehensive, liberal arts college and the local Haudenosaunee community. Pedagogical strategies utilizing the Six Requirements (6Rs) of service-learning and informed by cultural humility act as a transformative way to facilitate student readiness to engage with the said community. Cultural humility is positioned as a process that transforms service-learning into critical service-learning, as it enhances students' ability to engage in critical self-reflection, mitigating the toxic elements and empathic failures of uninformed service-learning efforts. This chapter contributes to more mindful service-learning efforts, challenging all to work with service-learning partners in a manner that keeps community voice and choice at the core of service.

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Critical Service-Learning and Cultural Humility: Engaging Students, Engaging Communities

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