An intersection of power, privilege, and injustice in community service-learning (CSL) pedagogy is examined through the language used to describe relationships between college classroom and community site participants. This article extends work on deficit and asset-based discourse to address critical race theory, critical pedagogy, and whiteness in a study of a university CSL partnership with an under-resourced public middle school in Western Massachusetts. Using critical race theory, appreciative inquiry, and situated learning theory, the instructors re-framed talk of education for dominant and non-dominant ethnic group participants as sites of contestation over the meaning of difference. The article demonstrates how increased cultural competencies could be learned as a result of improved intergroup understanding, interaction, and dialogue. It suggests new directions for a CSL pedagogy that moves from deficit- to asset-based discourse and the ways such meanings are formed in relation to and in relationship with others inside and outside our communities.
Shabazz, Demetria Rougeaux and Cooks, Leda M.
"The Pedagogy of Community Service-Learning Discourse: From Deficit to Asset Mapping in the Re-Envisioning Media Project,"
Journal of Community Engagement and Scholarship: Vol. 7:
1, Article 8.
Available at: https://digitalcommons.northgeorgia.edu/jces/vol7/iss1/8