1. 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

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

3. Manifestations of Social Injustice

4. 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)

5. 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)

6. 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

7. 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

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

10. 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”

11. 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)

12. 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)

13. 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 ( )

14. 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

16. 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.

17. Glenn A. Bowen, PhD
Director
Center for Community Service Initiatives