Experiential Learning & Teaching in Higher Education
Abstract
This case study advances two primary arguments about the relationship between experiential learning and social justice-oriented learning objectives: 1) a first step toward developing strategies and practices that foster justice-related learning outcomes is to partner with organizations that pursue social justice, and 2) effectively teaching social justice in a service-learning experience calls for classroom practices to embody an ethos of social justice in which students sustain a dialogic relationship with the community partner with both parties mutually contributing to the project. I elaborate on best practices for how to achieve clearer assessment of whether students have internalized the goals of a social justice-oriented mission rather than merely producing materials that run parallel to a social justice-related mission.
First Page
43
Last Page
48
Recommended Citation
Rasmussen, Hilary
(2021)
"Developing Community Partnerships to Promote Social Justice-Related Learning Outcomes,"
Experiential Learning & Teaching in Higher Education: Vol. 4:
No.
2, Article 10.
Available at:
https://nsuworks.nova.edu/elthe/vol4/iss2/10
