Abstract
This case study provides an analysis of the utilization of critical service-learning (CSL) pedagogy in an upper-division Criminal Justice and Criminology course. Although service-learning is frequently used in the pedagogy of Criminal Justice and Criminology, critical-service-learning has yet to be examined as an effective teaching tool within the discipline. This paper highlights the benefits of utilizing a critical service-learning pedagogy within the field of Criminal Justice and Criminology while focusing on the role of the community partner.
Highlights
Service learning has become an integral part of Criminal Justice and Criminology courses in higher education
Within the discipline of Criminal Justice and Criminology, service learning offers students the opportunity to develop an understanding of various aspects of the criminal-justice system, community members, and the overlap between the two (Burke & Bush, 2013; George et al, 2015; Love, 2008)
At the end of the 16-week semester, I met with the community partners to debrief and to talk about their perceptions of the course and their overall feelings of their role as co-teachers
Summary
Service learning has become an integral part of Criminal Justice and Criminology courses in higher education. Within the discipline of Criminal Justice and Criminology, service learning offers students the opportunity to develop an understanding of various aspects of the criminal-justice system, community members (the client), and the overlap between the two (Burke & Bush, 2013; George et al, 2015; Love, 2008). Inherent to the service-learning experience are intentional serviceable acts created to enrich communities and society at large (Boyer, 1996; Hammond, 1994; Longo, 2012). These acts, coupled with reflection and development of civic leadership, are fundamental to service learning. Students participating in service learning are encouraged to think deeply about the community in which they are engaged and to understand their own roles and responsibilities in creating reciprocal, long-term, and sustainable change with community member stakeholders (Einfeld & Collins, 2008; Karayan & Gathercoal, 2005)
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