Reciprocity and critical reflection as the key to social justice in service learning: a case study

Asghar, Mandy and Rowe, Nick (2016) Reciprocity and critical reflection as the key to social justice in service learning: a case study. Innovations in Education and Teaching International, 54 (2). pp. 117-125.

[img] Text
AsgharIETI revision named .pdf - Accepted Version
Restricted to Repository staff only until 29 June 2018.

Download (129kB)


Service-learning is experiential education that encourages students as socially responsible and active citizens working in and with members of the community. We consider how these ideas illuminate the ambitions of a unique service-learning opportunity known as ‘Converge,’ a university partnership with a healthcare provider that brings together students and users of mental health services in a variety of educational activities. We are particularly concerned in this article to address the criticism that service learning can exploit marginalised groups for the benefit of student education. We propose that reciprocal relationships which challenge established ideas and practices, together with engaging students in critical and informed analysis are key components in ensuring that service learning is socially just.

Item Type: Article
Additional Information: "This is an accepted version of an article published by Taylor & Francis Group in Innovations in Education and Teaching International on 29/12/2016, available online: http://www.tandfonline.com/doi/full/10.1080/14703297.2016.1273788"
Status: Published
DOI: 10.1080/14703297.2016.1273788
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department: Academic Development Directorate
URI: http://ray.yorksj.ac.uk/id/eprint/1797

University Staff: Request a correction | RaY Editors: Update this record