Service-learning cohorts as critical communities

ABSTRACT

Examining alumni perspectives from three multi-term service-learning programs, this study highlights the dimensions of the cohort experience that alumni credit as critical to their learning and development, namely building relationships among diverse perspectives, teaching and learning from one another, and sharing a commitment to social justice. We employ a theory of “critical community” to illustrate how service-learning cohorts can serve as critical communities for pursuing social change.

KEYWORDS:

• Service-learning
• cohorts
• learning communities
• critical community

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This project received support of $5,000 from the Center for Engaged Democracy at Merrimack College.

Notes on contributors

Tania D. Mitchell

Tania D. Mitchell is an associate professor of higher education at the University of Minnesota in the Department of Organizational Leadership, Policy, and Development.

Colleen Rost-Banik

Colleen Rost-Banik is a PhD candidate at the University of Minnesota in the Department of Curriculum and Instruction.