Multicultural Service-Learning And Community-Based Research As a Model Approach to Promote Social Justice

Abstract

THIS ARTICLE PROPOSES TO INCORPORATE MULTICULTURAL SERVICE-LEARNING AND community-based research into curricula offerings to more effectively train future service providers who work with diverse populations in disenfranchised communities. Community-academic partnerships are presented as a model to help to create systemic change in academic institutions and communities. Benefits of the model include increasing the cultural competency of professionals-in-training through their application of theory and methods within a multicultural context. Case examples designed to empower marginalized communities are presented. Last, to inform the work of educators, researchers, and community activists, I provide a series of recommendations that are designed to enhance the potential of these models to promote social justice. Social justice and multicultural awareness are inextricably linked. Sleeter (1996: 239) defines social justice as having the perspective that allows one to take social action against social structural inequality and an understanding of oppression and inequality which allows greater insight into methods of eradicating them. I argue that social justice work can be operationalized in various ways, such as any action to: (a) eliminate or reduce disparities based on various social categories such as race or ethnicity; (b) promote equality in educational, health, and legal services; (c) advocate for disenfranchised and underserved groups, and (d) promote and evaluate the delivery of culturally competent services and systems of care. Furthermore, I argue that multicultural service-learning and community-based research (including empowerment evaluation) can raise awareness of various social justice issues and promote action geared toward social change. Through application of these approaches in a community context, student learning is enhanced in a way that promotes increased understanding of social inequities. According to the American Association of Community Colleges (AACC, 1995: 1), service-learning is an instructional methodology [that] integrates community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Other authors have emphasized the critical role of reflection in processing the affective, personal, and empathic dimensions of student experience to bring about a deeper understanding of social problems (Eyler, Giles, and Schmiede, 1996). Research has shown that service-learning is an effective method for increasing civic engagement, commitment to service, and motivation to reduce social inequities (Furco and Billig, 2002; Eyler, Giles, and Schmiede, 1996). Multicultural service-learning promotes the strength and value of cultural diversity and focuses on equitable distribution of power among racial and ethnic groups, as well as between those providing service and those served. There has been a wealth of recent research in teacher education on service-learning as a method to help educators bring about increased understanding of diversity, culture, difference, and power (Boyle-Baise, 2002; O'Grady, 2000; Clark and Clark, 1996; Furco, 1996). A number of authors have differentiated service-learning, volunteerism, community service, and internships (see, e.g., Furco, 1996; Sigmon, 1994). Furco (1996) developed a continuum based on the intended beneficiaries (i.e., provider or recipient) and focus of the activity (i.e., learning or service). For example, internships tend to benefit the provider (i.e., the student) with learning as the primary focus. On the other hand, volunteerism tends to focus more on service with an emphasis on recipient benefits (i.e., the community organization). Service-learning is an approach that balances these criteria in a way that benefits providers and recipients equally (Ammon, 1998). Similarly, Sigmon (1994) emphasizes that service and learning goals should be of equal weight and that each should enhance the other for all participants. …

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