The Wiley International Handbook of Service–Learning for Social Justice

A comprehensive guide to service–learning for social justice written by an international panel of experts

The Wiley International Handbook of Service–Learning for Social Justice offers a review of recent trends in social justice that have been, until recently, marginalized in the field of service–learning. The authors offer a guide for establishing and nurturing social justice in a variety of service–learning programs, and show that incorporating the principles of social justice in service–learning can empower communities to resist and disrupt oppressive power structures, and work for solidarity with host and partner communities.

With contributions from an international panel of experts, the Handbook contains a critique of the field s roots in charity; a review of the problematization of Whitenormativity, paired with the bolstering of diverse voices and perspectives; and information on the embrace of emotional elements including tension, ambiguity, and discomfort. 

This important resource:

Considers the role of the community in service–learning and other community engaged models of education and practice Explores the necessity of disruption and dissonance in service–learning Discusses a number of targeted issues that often arise in service–learning contexts Offers a practical guide to establishing and nurturing social justice at the heart of an international service–learning program 

Written for advanced undergraduate students, graduate students, scholars, and educators, The Wiley International Handbook of Service–Learning for Social Justice highlights social justice as a conflict ridden struggle against inequality, xenophobia, and oppression, and offers practical suggestions for incorporating service–learning programs in various arenas. 

Notes on Contributors

Part I Introduction

The Social Justice Turn in Service–Learning: Cultivating Critical Hope and Engaging with Despair
Kari Grain and Darren E. Lund

Part II Introduction to Service–Learning for Social Justice

1 Service–Learning and the Discourse of Social Justice
Alison Taylor, Stephanie Glick, and Nasim Peikazadi

2 We Built up our Knowledge Together and Because it Was Shared : Asian American Studies and Recasting the Civic in Civic Engagement
Kathleen S. Yep

3 Spanish Heritage Speakers, Service–Learning, and Social Justice
Rafael Gómez

Part III Challenging Hegemony Through Service–Learning

4 Critical Feminist Service–Learning: Developing Critical Consciousness
Jennifer Hauver and Susan V. Iverson

5 Service–Learning in Higher Education by, for, and about LGBTQ People: Heterosexism and Curriculum Shadows
David M. Donahue

6 Local–to–Global Indigenous Health in Service–Learning: Collaboration with Child, Family, and Community
Elder Grandmother Doreen Spence, Kupuna Aunty Francine Dudoit Tagupa, Andrea Puamakamae′okaw kiu Kennedy, Lisa Semple, Samantha Cardinal, Rachael Jones, and Michelle Scott

7 Transforming Preservice Teacher Practices and Beliefs Through First Nations, Métis, and Inuit Critical Service–Learning Experiences
Yvonne Poitras Pratt and Patricia J. Danyluk 

8 Critical Disability Studies and Community Engagement
Kathleen C. Sitter and Emily A. Nusbaum

Part IV Disruption and Dissonance Through Service–Learning

9 Postcritical Service–Learning: Interruptions to Ethnocentric and Salvationist Discourses
Judy Bruce

10 Reshaping Professional Programs Through Service–Learning: Moving Beyond Traditional Clinical Experiences to Challenge Power and Privilege
Alan Tinkler and Barri Tinkler

11 Fostering Cultural Humility Among Preservice Teachers: Connecting with Children and Youth of Immigrant Families Through Service–Learning
Darren E. Lund and Lianne Lee

12. Moving Experiences: Service–Learning from Border Crossing to Trespassing
Patricia A. Whang

Part V Defining and Engaging Community in Service–Learning

13 Social Justice and Community–Engaged Scholarship: Reconceptualizing Community, Engagement, and Service
Tania Kajner

14 Community as Teacher: Who s Learning? Who s Teaching?
Shauna Butterwick

Part VI International Engagement Through Service–Learning

15 International Service–Learning: Guiding Theories and Practices for Social Justice
Robbin D. Crabtree and David Alan Sapp

16 Global Service–Learning: Enhancing Humility
Victoria Calvert, David Peacock, Margot Underwood, Judy Gleeson, Andrea Puamakamae′okaw kiu Kennedy, and Scharie Tavcer

17 Ethical Global Partnerships: Leadership from the Global South
Ramaswami Balasubramaniam, Eric Hartman, Janice McMillan, and Cody Morris Paris

Part VII The Pedagogy and Practice of Service–Learning

18 A Practical Guide to Developing and Maintaining Social Justice at the Heart of ISL
Tamara Baldwin, Kari Grain, and Dawn Currie

19 Participatory Assessment: Enlisting Community Partners to Facilitate Boundary Spanning, Reflexive Student Activism, and Institutional Change
Sandra E. Godwin and Cynthia Ward–Edwards

20 Service–Learning as Power Analysis in the Humanities
Claire J. King

21 Service–Learning and STEM Creating New Possibilities in Public Schools
Jaime E. Martinez and Amy Bravo

Darren E. Lund, PhD, is Professor in the Werklund School of Education at the University of Calgary, where his research examines social justice activism in schools, communities, and professional education programs. Darren co–founded the Service–Learning Program for Pre–Service Teachers, winner of the national 2012 Award of Excellence in Education from the Canadian Race Relations Foundation. Darren has been recognized with a number of honors, including the Alberta Teachers Association s 2015 Educational Research Award, the inaugural 2013 Alberta Hate Crimes Awareness Award, the 2012 Scholar–Activist Award from the American Educational Research Association (Critical Educators for Social Justice), and he was named a Reader s Digest National Leader in Education.