Critical+service-learning+-+Addressing+imbalances+of+power+in+service-learning+practice

**Critical service-learning: Addressing imbalances of power in service-learning practice** Andrea Yoder Clark, US Schools Program Manager, SurfAid International Schools Program [andrea@surfaidinternational.org] Milton Brown, Founder, SurfAid International Schools Program, SurfAid International [milton@surfaidinternational.org]



**Keywords:** Critical service-learning, conscientizacion, social reproduction theory, power imbalance

**Track:** Theoretical or conceptual frameworks to advance research

**Format:** Research paper

**Date & time:** Friday 3:20-4:30 **Location:** Salon 10

**Summary:** The theoretical framework Critical Service-Learning is explored. A theoretical framework will be advanced that contextualizes service-learning within the work of Paulo Freire’s conscientizacion, Foucault’s non-linear models of power and Gramsci’s social reproduction theory. A comprehensive review of the //Michigan Journal of Community Service Learning// from 1994 – 2007 is triangulated with findings from interviews of service-learning pioneers and emerging leaders to identify six principles of best practice of critical service-learning. An international service-learning model, the SurfAid International Schools Program, is explored.

The author demonstrates six principles that were developed through a synthesis of critical theoretical influences in the service-learning literature, along with interviews of service-learning pioneers and emerging leaders, to guide service-learning practitioners to address power imbalances. When implementing service-learning with attention to imbalances of power it is essential to do the following: 1) identify and build relationships with all stakeholders in the service-learning process; 2) develop the personal power of all involved in the service-learning experience; 3) create authentic learning environments; 4) to create long-term partnerships with all involved; 5) explicitly name and discuss power relationships in the service experience and finally 6) produce meaningful action toward change. The work of SurfAid International will be analyzed utilizing these six principles for addressing power in service-learning.

The service-learning field has asked for greater attention to diversity, as well as the identification of more service-learning models that work well with diverse communities (Weah, Simmons, & Hall, 2003; Gasong, 2003). This study contends that missionary perspectives in service-learning can only be avoided through explicit attention to power at all stages of the service-learning process. Imbalances of power are often realities in the lives of underserved communities. The dearth of research in the service-learning field around power leaves much room for future study.

**References:** Foucault, M. (1977). //Knowledge and power//. New York, NY: The Harvester Press.

Friere, P. (1970). //Pedagogy of the oppressed//. New York, NY: Continuum.

Gramsci, A. (1971). //Selections from the prison notebooks.// London: Lawrence & Wishart.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Green, A. (2001). “But you aren’t white?” Racial perceptions and service-learning. //Michigan Journal of Community Service Learning//, //8//(1), 18-26.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Hayes, E. & Cuban, S. (1997). Border pedagogy: A critical framework for service-learning. //Michigan Journal of Community Service Learning//, //4//(1), 72-80.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Kellner, D. (1989). //Critical theory, Marxism and modernity.// Baltimore, MD: John Hopkins University Press.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Kiely, R. (2005). A transformational learning model for service-learning: A longitudinal case study. //Michigan Journal of Community Service Learning//, //12//(1), 5-22.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Madsen-Camacho, M. (2004). Power and privilege: Community service learning in Tijuana. //Michigan Journal of Community Service Learning//, //10//(3), 31-42.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Pompa, L. (2002). Service-learning as crucible: Reflections on immersion, context, power and transformation. //Michigan Journal of Community Service Learning//, //9//(1), 67-76.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Stanton, T., Giles, D., Cruz, N. (1999). //Service-learning: A movements pioneers reflect on its origins, practice and future//. San Francisco, CA: Joey-Bass Publishers.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Taylor, J. (2002). Metaphors we serve by: Investigating the conceptual metaphors framing national and community service and service-learning. //Michigan Journal of Community Service Learning, 9//(1), 45 – 57.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Varlotta, L. (1996). Service-learning to transform communities. //Michigan Journal of Community Service Learning//, //3//(1), 22-30.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Yoder Clark, A. (2009). //Power and service-learning: Implications in service-learning for social justice//. Claremont, CA: Claremont Graduate University.

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