Applications of Latin American Consciousness-Raising Strategies for Community College Service Learning Programs

Authors

  • Rachael Cate Oregon State University
  • Darlene Russ-Eft Oregon State University

Abstract

The purpose of this study was to suggest post-colonialist programmatic considerations for the implementation of service learning programs that empower LatinX students. The researcher interviewed LatinX student participants in a Northwest community college service learning program to discover any shared themes between social justice testimonios and the service learning experiences. A model was adapted for the development of critical consciousness through social justice service projects that promote LatinX student empowerment.

Author Biographies

Rachael Cate, Oregon State University

Rachael is instructor of communications and educational researcher in the areas of service learning, social justice education, transformative education, and higher education leadership. She serves the School of Electrical Engineering and Computer Science as well as university-wide as a program evaluator.

Darlene Russ-Eft, Oregon State University

Darlene Russ-Eft, Ph.D. joined the College of Education faculty in 2002.  She teaches research and program evaluation courses in the Community College Leadership program (doctoral) and the Adult Education - Organization and Human Resource Education program (masters).

Darlene is the Immediate Past President for the Academy of Human Resource Development and a current Director of the International Board of Standards for Training, Performance, and Instruction. She has served as Vice President for Research for AHRD, past Editor of Human Resource Development Quarterly, past Board member of the American Evaluation Association, and past chair of the Research Committee of ASTD.

Downloads

Published

2020-08-11

Issue

Vol. 11 (2020): Journal of Service-Learning in Higher Education

Section

Articles

License

  • Authors submitting articles to the Journal of Service-Learning in Higher Education are responsible for securing any permissions or licensing pertaining to the use of copyrighted materials and photographs/graphics. Authors of accepted articles assign the Journal of Service-Learning in Higher Education the right to edit, publish, and distribute their text on the Internet, to archive it, and make it permanently retrievable.
  • Authors do retain their copyright, so articles may be reprinted after publication as long as the Journal of Service-Learning in Higher Education is acknowledged as the original site of publication. Articles that have already been published or are being considered for publication elsewhere are not eligible for publication in the Journal of Service-Learning in Higher Education, unless a cross-publishing arrangement has been previously negotiated.
  • Opinions or points of view expressed in the publication are those of the authors and do not necessarily reflect the official position of the University of Louisiana System or institutions or organizations affiliated with the Journal of Service-Learning in Higher Education.