Social Justice Education Through Service-Learning in the Higher Education Curriculum Glenn A. Bowen, PhD Barry University 13th Biennial Colloquium of Dominican Colleges and Universities June 13, 2014

Outline Manifestations of Social Injustice Definitions Service Paradigms Characteristics of Social Justice Education Social Justice-Focused Service-Learning Challenges

Manifestations of Social Injustice

Social Justice Defined The movement of society toward more equality, support for diversity, economic fairness, nonviolent conflict resolution, and participatory democracy (Warren, 1998) “When one’s goal is social justice, one attempts to alter the structural or institutional practices that produce excessive or unjustified inequalities among individuals or that treat people unfairly—for example, discriminating among people on the basis of race, sex, social class, religion, nationality, ethnicity, sexual orientation, or disability status.” (Marullo & Edwards, 2000, p. 899)

Social Justice Education Social justice education involves increasing students’ awareness of social inequalities, identifying the roles that individuals and institutions play in maintaining such inequalities, and taking corrective action. (Meyers, 2009)

Service-Learning Defined Community service Reflection Course Work A teaching and learning strategy that integrates meaningful community service with course work and critical reflection to enrich the learning experience, foster civic responsibility, and strengthen communities

Service Paradigms CHARITY SOCIAL JUSTICE Community as recipient Community as partner Usually direct service Often indirect service —Advocacy; social action Promotes dependence Promotes empowerment Superficial approach directed at effects Systemic approach directed at causes Maintains status quo Promotes social change

Characteristics of Social Justice Education Student-centered Collaborative Experiential Intellectual Analytical Multicultural Value-based Activist (Wade, 2001)

Examples of Social Justice-Focused Service-Learning Courses PURPOSE/FOCUS FEATURES OF COURSE American Society (Denison University) Assessment of community strengths/assets and weaknesses Partnership with Community Policing Association; “Disposable Camera Exercise” Advocacy for the Common Good (Notre Dame) Understanding of advocacy through the lens of Catholic Social Teaching; cultivate skills that empower students to work for justice Collaboration with Catholic Relief Services; advocacy training; group work—developing and implementing campaigns involving research, media coverage, and public meetings with “power holders”

Business 303S: Community Economic Development (Cal State Monterey Bay) Cultural identity; how power relationships among cultural groups affect local economic development and resource distribution; “How can businesses balance the ‘triple bottom lines’ of profit, people, and planet?” 50 hours of service to local schools, businesses, social service agencies, and economic development corporations struggling to be profitable while having a positive community impact Research as a Tool for Change (UMass Amherst) Developing framework for analyzing social problems and social change process Readings and discussion (Later: Research on a community issue; implementation of plan)

Social Justice Features in My Service-Learning Course CHARACTERISTICS ELEMENTS OF COURSE Student-centered Collaborative Experiential Intellectual Analytical Multicultural Value-based Activist  (Sociology example from Bowen, 2014)

When I ask why people are hungry, they call me a communist.” “When I feed the hungry, they call me a saint. When I ask why people are hungry, they call me a communist.” – Hélder Câmara, Brazilian Catholic Archbishop (1909-1999)

Challenges Faculty avoidance of politically oriented activities Fear of questioning the status quo Failure to develop clear understanding of social justice goals and issues Limited time and other resources Fear of loss of control Changing faculty modus operandi – Experts/consultants vs. collaborators Short-term nature of curriculum and projects

References Bowen, G. A. (2014). Promoting social change through service-learning in the curriculum. Journal of Effective Teaching, 14(1), 51–62. Meyers, S. A. (2009). Service learning as an opportunity for personal and social transformation. International Journal of Teaching and Learning in Higher Education, 21(3), 373–381. Wade, R. (2001). “… And justice for all’’: Community service-learning for social justice (ECS Issue Paper: Community Service/Service-Learning). Denver, CO: Education Commission of the States. Warren, K. (1998). Educating students for social justice in service learning. The Journal of Experiential Education, 21(3), 134–139.

Glenn A. Bowen, PhD Director Center for Community Service Initiatives gbowen@barry.edu