Justice-Rooted Pedagogy
- Justice-Learning: Service-Learning as Justice-Oriented Education
- Dan W. Butin explores the transformative potential of service-learning when aligned with justice-oriented education. He argues that integrating service-learning with a focus on social justice can empower students to address systemic inequities and foster a more profound understanding of their roles as active, socially responsible citizens.
- Making Explicit Connections between Experiential Learning and Justice: New Approaches to Teaching and Learning through an Imagination for Justice
- This article emphasizes the importance of linking experiential learning to social justice outcomes. It presents innovative teaching strategies that encourage students to envision and pursue justice, thereby enhancing their educational experiences and fostering a commitment to social change.
- Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models
- This is a seminal article by Tania Mitchell that describes the critical service-learning paradigm we use at LUC.
- Justice-Learning: Service-Learning as Justice-Oriented Education
- Dan W. Butin explores the transformative potential of service-learning when aligned with justice-oriented education. He argues that integrating service-learning with a focus on social justice can empower students to address systemic inequities and foster a more profound understanding of their roles as active, socially responsible citizens.
- Making Explicit Connections between Experiential Learning and Justice: New Approaches to Teaching and Learning through an Imagination for Justice
- This article emphasizes the importance of linking experiential learning to social justice outcomes. It presents innovative teaching strategies that encourage students to envision and pursue justice, thereby enhancing their educational experiences and fostering a commitment to social change.
- Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models
- This is a seminal article by Tania Mitchell that describes the critical service-learning paradigm we use at LUC.