Service Learning & Social Justice- Best Friends or Bitter Enemies

8/19/2019 Service Learning & Social Justice- Best Friends or Bitter Enemies

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Service Learning & Social Justice: Best Friends or BitterEnemies

Welcome to #ACPA16 in Montreal, we are glad you are here!Bienvenue à #ACPA16 à Montréal, nous sommes heureux que vous soyez là

Consider: #ACPA16 provides an opportunity to discuss global concepts in higpost-secondary, and tertiary education. Please remember that not everyone in troom is from the same country nor works within the same system of higher ortertiary education. We invite you to use language that welcomes all participantthe conversation.Engage: Tweet what you learn using #ACPA16Reflect: How will you actualize what you learn in this session

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Service Learning & Social Justice: Best Friends or BitterEnemiesRylan Wall & Kayla KosakiACPA 2016


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Agenda

1. Introduction

2. Context

3. Analysis of literature (two major themes)

4. Case Study

5. Broad Recommendations


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Who We Are

Kayla Kosaki (she/her/hers)

Oregon State University CSSA Graduate Program

Alternative Break & Staff Development GTA in Centerfor Civic Engagement

Born and raised in Hilo, Hawai’i

Currently working on research and practices focused onsupporting Pacific Islander identity in higher education

Rylan Wall (he/him/his)

Oregon State University CSSA Graduate

Outreach & Campus Collaboration GTA Civic Engagement

Background work and research in queer astudent populations

WORKSPOUSES


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ContextBackground information that informed our perspectives and entry into the to


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Calls for Civic and Democratic Engagemen

(A Crucible Moment: College Learning and Democracy’s F

In 2007, the U.S. ranked

139 of 172in voter participation of world

democracies

Call to reclaim and reinvest in cidemocratic mission of highe

advance frameworks for civic leexpand partnerships & alliances

nationally, and globall


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Connections

CivicEngagement

Service

PoliticalAdvocacyMulticulturalCompetenc

e

E


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Four Pillars of Social Justice Infrastructure

Critique for how gay and lesbian activism has approached activism through a lecivil right approach (Spade, 2015)

Nonprofit/charity/service framework often controlled by private entities, puttinrestrictions on work; Non-profit industrial complex (Smith, 2009)

Promote change ininstitutions andpolicies

Legislative andlegal strategies

POLICY SERVICECONSCIOUSNESS

Shift mediaparadigm and alterpublic opinion andconsciousness

Media advocacy,education, andindependent media

work

Stabilize vulnerablepeople and promotesurvival

Provide food,medical care, andother crucialsupport

Achautocom

Devleadlarginflu

mem


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ThemesTwo major themes that we found in the literature


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Reinforcing Systems of Oppression

● Traditional service learning (Mitchell, 2008)◦ Pedagogy of whiteness (Mitchell, Donahue, & Young-Law, 2012)

◦ Positions of inferiority (Davis, 2006; Schwartz, 2011)

● De-politicizing of Service◦ “Glorified welfare system” (Robinson, 2000)

◦ Individual responsibility (Westheimer & Kahne, 2004)

● Mixed Measures (Kinzie, 2012; Prentice & Robinson, 2010)


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Learning Tool for Social Justice

● Meaningful Collaboration◦ Bringing together service and diversity as a vehicle to better explore and underst

the wide variation in the human experience (Roper, 2012)◦ Public health education: Purposeful stakeholder value in accomplishing intersect

missions (Ottenritter, 2004)

● “Sensemaking” (Mitchell, 2014)

◦ Process that facilitates complex understanding and commitment to social justice;Intentional design involving 6 key properties as a high impact practice

● Critical service learning (Mitchell, 2008)◦ Social change orientation, working to redistribute power and develop authentic

relationships


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Case Study● Grand State University

○ Predominately white, large, public, research university● SOC 201H - Honors Fundamentals of Sociology

○ Offered once a year in the spring semester○ Uses mix of service learning from ASB and class

readings, reflections, and discussions○ Enrolls around 15 students

○ Prior to the trip, class curriculum focuses on

sociological theory and team building then delves intoCritical Race Theory and intersectionality at the end of

the term, once students are closer and more

comfortable speaking about tougher issues with eachother

● Alternative Spring Break (ASB)○ All students required to go on the same ASB trip

focused on homelessness and poverty in a nearby

● Goals○ Professor hopes class is as

students as ASB was in hi○ Centers border-crossing

gaining experience in an eunknown

● Student Reflections○ “This is why I treat everyb

unfair that poverty exists,

we keep looking at our difs what causes discriminati

○ “I get that racism exists an

experience racism. But it’s

numbers and American job

race all the time when we

own issues of poverty andworry about.”

○ “I have been struggling wi

White person to make any

this problem is so huge, bu


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Our Application in the OSU Center for CivEngag

● Center for Civic Engagement○ Focus on reciprocity and reflection, contextualize all of our days of service, activities, a

we structure building collaborative relationships with others

● Alternative Break○ Focus on Solidarity Over Charity, Intersectionality, and Social Change

■ Trip leader training, planning process, pre-trip meetings, daily reflections, and reo

post-spring break■ Emphasis on meaningful collaboration, decolonized pedagogy, and importance of

ongoing process on the micro and macro level

“If you have come here to help me, you are wasting your time. But if you have comebecause your liberation is bound up with mine, then let us work together.”

- Aboriginal Activist Group, Q


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RecommendationsFor each theme


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Caution with Service Learning

Recommendations

Further

research

Audit yourservice

Changingthelanguage


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Example

The First-Year Experience at the College of New Jersey is a collaboration between General EducationStudent Life. Students live in residence hall communities with a volunteer non-resident faculty felloweach floor. Faculty fellows, student life staff, and students plan residence hall activities. Students alsointerdisciplinary core course, Athens to New York, taught by full-time faculty and selected student lifin residence hall classrooms, and incorporating service-learning. Four questions drive the mission of First-Year Experience: What does it mean to be human? What does it mean to be a member of a commWhat does it mean to be moral, ethical, and just? and How do communities respond to differences? Slearning provides a compelling situation in which students can confront complex social issues, apply talents to marginalized communities, interact and work with diverse populations, and enhance their capreparation.

Powerful Partnerships: A Shared Responsibility for Lear Joint report from AAHE, ACPA, and NASPA


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Transforming Service

Recommendations

Further

research

Criticalservicelearning

Collaborativeservice


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Conclusion

● Paradox – Both are true● Institution’s obligation to civic engagement also ties it to social justice

● Service can be an important part of fostering social justice commitment

It is not enough to simply be an active or ‘engaged’ citizen. Civic engagement and actcitizenship in a democracy should be a vehicle for pursuing democratic ideals of justicand equality in a multicultural society (Einfeld & Collins, 2008, p. 105)


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Questions? Contact Us!

Rylan [email protected]

Kayla Kosaki

[email protected]

If you’d like a copy of today’s slides anda list of articles referenced, please leaveyour business card with us!


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Service Learning & Social Justice- Best Friends or Bitter Enemies

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