While an engaged citizenry is often the goal of community service learning, the rights of children to be active agents in this process are largely considered in a separate academic literature. Yet community service learning and children’s participation share much in their goals and approaches to engagement. This paper analyzes a campus-community partnership between undergraduate environmental design and middle school applied science students. The partnership began as a way to promote participatory design processes for the redesign of a middle school and evolved to a proactive co-design program. We describe the goals and approaches to service-learning employed through the partnership, and critique the evolution of the program through the realm of a participation model that has emerged from three decades of children’s participation research. By analyzing a campus-community partnership through this framework, we hope to deepen the discourse on approaches to and evaluation of successful service-learning programs.
Derr, Victoria; Malinin, Laura Healey; and Banasiak, Meredith
"Engaging Citizens and Transforming Designers: Analysis of a Campus- Community Partnership Through the Lens of Children’s Rights to Participate,"
Journal of Community Engagement and Scholarship: Vol. 9
, Article 6.
Available at: https://digitalcommons.northgeorgia.edu/jces/vol9/iss2/6