Abstract
The paper presents the scenario and ontological reasoning behind three social justice projects developed by the authors. It is followed up by an exploration of service learning as a tool to be used to disrupt the traditional in-class learning approach. Service learning is connected to transformative education as a framework to enhance the reflections regarding the three activities. The paper concludes by presenting a model signifying our counternormative pedagogical approach. The linkage between service learning and transformative education aims to co-engage educators with our students and co-enhance our view of social justice within our communities.
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