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 in service and social change.
In order to examine service-learning from the perspective of student resistance, Jones proposes a new model: The Critical Developmental Len...
... middle of paper ...
...Identity (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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