Reciprocity and critical reflection as the key to social justice in service learning: A case study
Abstract
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 health care 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.
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Reflecting on emotions can help students become aware of their underlying values, beliefs, perceptions, and biases.
“Indeed, reflecting on emotions can help students become aware of their underlying values, beliefs, perceptions, and biases [42,43].”
From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [43]
The impact of service-learning for students (p. 9) says students should be challenged to reflect on unconscious biases, and Critical Reflection (p. 14) discusses questioning personal perceptions and values. These passages support the claim about examining underlying assumptions, but the paper does not identify reflection on emotions as the means of doing so. (LLM, conf=0.83)
Experimental — accuracy not yet measuredThe interpretive step of the model is crucial for encouraging critical thinking and connecting real-life experiences to broader contexts.
“This step is crucial for encouraging critical thinking and connecting the real-life experiences to broader contexts [39,42,43].”
From Beyond the Classroom: Integrating the ORID Model for In-Depth Reflection and Assessment in Service-Learning (2024) · cites this paper as [43]
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Research works printed but not linked: 8
- Asghar, M., & Rowe, N. (2016, in press). Learning from the unfamiliar: How does working with people who use mental health services impact on students' learning and development? Journal of Further and Higher Education. Amerson, R. (2010). The Impact of Service-Learning on Cultural Competence. Nurse Education Perspectives . 31(1), 18-22. Astin, A., Vogelgesang, L., Ikeda, E., & Yee, J. (2000). How service-learning affects students. Higher Education Research Institute , University of California, Los Angeles. Baxter Magolda, M. in Baxter Magolda, M. & King, P. (2004) Learning Partnerships. Theory and models of practice to educate for self-authorship. Sterling. 1-37. Virginia: Stylus Publishing. Butin, D. (2006). The Limits of Service-Learning in Higher Education. The Review of Higher Education . 29(4), 473-498. Butin, D. (2010). Service-Learning in theory and practice. The Future of Community Engagement in Higher Education. New York: Palgrave Macmillan. Chupp, M., & Joseph, M. (2010). Getting the most out of service-learning: maximising student, university and community impact. Journal of Community Practice. 18(2), 190-212. Dostilio, L., Brackmann, S., Edwards, K., Harrison, B., Kliewer, B., & Clayton, P. (2012). Reciprocity: Saying what we mean and meaning what we say. Michigan Journal of service-learning , Fall, 17-32. Fairchild, R. (2012). Hold That Tiger! A Collaborative Service-Learning Nurse
- Jacoby, B. (2015) Service-Learning Essentials. San Francisco. Jossey-Bass King, P., & Baxter-Magolda, M. (2005). A Developmental Model of Intercultural Maturity. Journal of College Student Development . 46 (6), 571592.
- Marullo, S.,& Edwards, B. (2000). From charity to justice: The potential of university-community collaboration for social change. American Behavioral Scientist. 3 (5), 895-912.
- Roskell, C., White, D., & Boner, C. (2012). Developing patient-centred care in health professionals: reflections on introducing service-learning into the curriculum. I nternational Journal of Therapy and Rehabilitation. 19(8), 448456.
- Rowe, N., N. Forshaw and G. Alldred. 2013. A return to ordinariness: How does working alongside people who use mental health service effect theatre students' attitudes to mental illness? Journal of Applied Arts and Health . 4 (2), 151-162.
- Rowe, N. (2015). Creating a Healing Campus: A Partnership between a University and a Provider of Mental Health Services. University Partnerships for Community and School System Development. (Vol. 5, pp. 119-134). Online: Emerald Insight.
- Sindi, M., & Fikile, M. (2013). Conceptualisation of knowledge construction in community service-learning programmes in nursing education. Curationis Journal of the Democratic Nursing Organisation of South Africa. 36(1) 1-10. doi.org/10.4102/curationis.v36i1.69 · DOI
- Slade, M. (2009). Personal recovery and mental illness: A guide for mental health professionals . Cambridge: Cambridge University Press.
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Kayan Fadlelmula, F., & Qadhi, S. M. (2024) · Education Sciences · doi:10.3390/educsci14090987 · Cited by 7 · see citing works
“Then, the third stage is about analyzing and interpreting the experience, involving the meaning, significance, issues, and challenges [42,43].”
BackgroundInfluential
- Authors
- Asghar, M., & Rowe, N.
- Affiliations
- York St John University (GB)
- Corresponding author
- Asghar, Mandy
- ORCID
- Rowe, Nick
- Venue
- Innovations in Education and Teaching International
- Publisher
- Informa UK Limited
- Published
- 2016-12-29
- Volume
- 54
- Issue
- 2
- Pages
- 117-125
- ISSN
- 1470-3297 (ISSN-L)
- 1470-3300
- OpenAlex
- W2565973655
- Cited by
- 60
- References
- 0
- Citations by year
- 2026: 5 · 2025: 3 · 2024: 12 · 2023: 8 · 2022: 12 · 2021: 9 · 2020: 3 · 2019: 5 · 2018: 1 · 2017: 2
- FWCI
- 11.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Innovations in Education and Teaching International (publishedVersion)
- Research at York St John (York St John University) (acceptedVersion)
- Topics
- Social Sciences › Education › Service-Learning and Community Engagement
- Social Sciences › Education › Higher Education Practises and Engagement
- Social Sciences › Education › Critical and Liberation Pedagogy
- Keywords
- service-learning, social justice, reciprocity, critical reflection, mental health services, university-community collaboration, experiential education, social responsibility, student engagement
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