Difficult Stories: Service-Learning, Race, Class, and Whiteness

By addressing race and class through the stories we tell about service-learning in the classroom and in our scholarship, I argue that we can more effectively negotiate the divide between the university and the community and work toward social change.

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Bibliographic Details
Published inCollege composition and communication Vol. 55; no. 2; pp. 276 - 301
Main Author Green, Ann E.
Format Journal Article
LanguageEnglish
Published Urbana National Council of Teachers of English 01.12.2003
Subjects
African Americans
Classrooms
College Instruction
College Students
Community Relations
Controversial Issues (Course Content)
Direct Instruction
English Instruction
Justice
Learning Experience
Middle class
Middle Class Culture
Multicultural Education
Pragmatics
Predominantly White Institutions
Racial Factors
Racial Relations
Racism
Reprography
School campuses
School Community Relationship
Service Learning
Social Change
Social Class
Social classes
Story Telling
White people
White privilege
White Students
Whites
Writing
Writing Instruction
Online AccessGet full text
ISSN0010-096X
1939-9006
DOI10.2307/3594218

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Summary:By addressing race and class through the stories we tell about service-learning in the classroom and in our scholarship, I argue that we can more effectively negotiate the divide between the university and the community and work toward social change.
Bibliography:SourceType-Scholarly Journals-1
ObjectType-General Information-1
content type line 14
ISSN:0010-096X
1939-9006
DOI:10.2307/3594218