Service-learning, rights to the city, and justice in community practitioner preparation

Bibliographic Data

ID6076477
AuthorsGarret J Zastoupil (0000-0001-7947-2008, Department of Civil Society and Community Research, University of Wisconsin-Madison USA, corresponding author), Carolina S Sarmiento (0000-0001-7360-8146, Department of Civil Society and Community Research, University of Wisconsin-Madison USA)
Year2022
Volume30
Issue2
Pages169-180
Publication date2022-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Community Practice (JOURNAL)
Journal identifiersISSN: 1070-5422 • E-ISSN: 1543-3706
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/10705422.2022.2070315
OpenAlexW4225262928
LanguageEN
Citations received1
References cited18

Critical service-learning (CSL) is an important pedagogy for the preparation of community practitioners. In this article, two service-learning practitioners offer “Rights to the City” (RTTC) as a framework to guide what “social change” means in CSL and for undergraduate students preparing to work in community settings. The article outlines three central tenets of RTTC: the democratically reimagined city (DRC), inhabitance, and difference. It then analyzes three case studies from their own service-learning courses to demonstrate the tenets in practice. The article concludes with considerations for how RTTC can shape forms of community-driven partnerships that prioritize social justice outcomes as part of student learning and practitioner training toward radical community practice

Business · Community practice · Community service · Criminology · Pedagogy · Political science · Public relations · Service (business · Service-learning · Social justice · Sociology · Indigenous and Place-Based Education · Law · Medicine · Nursing · Service-Learning and Community Engagement · Social Work Education and Practice · Social Work

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