Political Science Faculty Publications and Presentations
Toward a Critical Theory of Service-Learning at Hispanic-Serving Institutions
Document Type
Book Chapter
Publication Date
7-10-2024
Abstract
Scholars have examined issues related to service-learning’s impact on civic engagement, such as how it can decrease political polarization and link political science concepts to real-world practice. However, the framework of study heretofore has been on the pedagogical theory and practices at Predominantly White Institutions (PWIs). The lack of examination of political science pedagogy at the growing number of Hispanic-Serving Institutions (HSIs) risks evaluating service-learning pedagogy (and its impact on civic engagement) from a “pedagogy of whiteness” (Mitchell et al., Equity & Excellence in Education 45:612–629, 2012). In this chapter, I outline the need for a critical approach to civic pedagogies that is applicable to HSIs, one in which existing understandings of “critical” service-learning and civic engagement are tailored to the unique experiences of students at HSIs—especially those along the US-Mexico border. Recognizing the lower socioeconomic status of HSI students, the lack of social capital among HSI students, and the need to tailor service and engagement to issues unique to HSI students (e.g., immigration) must be taken into account in designing and implementing critical service-learning.
Recommended Citation
Smith, A. (2024). Toward a Critical Theory of Service-Learning at Hispanic-Serving Institutions. In: Bell, L.C., Rank, A., Ong Whaley, C. (eds) Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics. Political Pedagogies. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-55155-0_6
Publication Title
Civic Pedagogies: Teaching Civic Engagement in an Era of Divisive Politics
DOI
https://doi.org/10.1007/978-3-031-55155-0_6
Comments
© 2024 The Author(s), under exclusive license to Springer Nature Switzerland AG
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