As seen in the previous literature, empirical research in the last twenty years reveals the positive student outcomes associated to service-learning. However, as Susan Jones (2002) argues, student’s ability to actively participate in all aspects of their service-learning experience depends on “the intersection of the student’s own background. . . , developmental readiness for such a learning experience, and the privileging conditions that put a college student in a community service organization as a volunteer in the first place” (p. 13). Accordingly, different complexities may emerge when students “engage with ill structured, complex social issues present in the community service settings typically associated with service-learning courses” (Jones, Gilbride-Brown, & Gasiorski, 2005, p. 4). Jones refers to this trend as the underside of service-learning, which includes previous held assumptions, stereotypes, and privileges. As a result, resistance emerges as a student process of negotiating their identity while making meaning out of the service-learning experience.
Nevertheless, the aforesaid discussion occurs when approaching service-learning as a critical pedagogy that strives for social justice (p. 7). In other words, when designing a service-learning curriculum to help students develop self-awareness, awareness of others, awareness of social issues, and developing ethics of service and social change.
In order to examine service-learning from the perspective of student resistance, Jones proposes a new model: The Critical Developmental Lens. In doing so, different profiles of student resistance emerge, such as The Good Volunteer, a student who enjoys serving in the community but sees no c...
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...entity (Re) Construction and Student Resistance. In D. W. Butin (Ed.), Teaching social foundations of education : contexts, theories, and issues (pp. 109-126). Mahwah, N.J.: L. Erlbaum Associates.
Frankenberg, R. (1993). White women, race matters : the social construction of whiteness. Minneapolis: University of Minnesota Press.
Jones, S. R. (2002). The Underside of Service Learning. About Campus, 7(4), 10-15.
Jones, S. R., & Abes, E. S. (2004). Enduring Influences of Service-Learning on College Students' Identity Development. Journal of College Student Development, 45(2), 149-166.
Jones, S. R., Gilbride-Brown, J., & Gasiorski, A. (2005). Getting Inside the "Underside" of Service-Learning: Student Resistance and Possibilities. In D. W. Butin (Ed.), Service-learning in higher education : critical issues and directions (pp. 3-24). New York: Palgrave Macmillan.
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