Abstract
This study examines service learning pedagogy and its use of racialized terms to frame service. Through a critical content analysis using 270 syllabi from 193 four-year U.S. institutions with the Community Engagement Classification from the Carnegie Foundation for the Advancement of Teaching, this study explores how the language used in service learning syllabi perpetuates and sustains racialized hierarchies in community engagement experiences.
Recommended Citation
Mitchell, Tania and Perrotti, Carmine
(2023)
"Racializing Service (Learning): A Critical Content Analysis of Service Learning Syllabi,"
Race and Pedagogy Journal: Teaching and Learning for Justice: Vol. 6:
No.
1, Article 1.
Available at:
https://soundideas.pugetsound.edu/rpj/vol6/iss1/1
Included in
Civic and Community Engagement Commons, Race and Ethnicity Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social Justice Commons