Theresa Ann Rosner-Salazar



Multicultural Service-Learning and Community-Based Research as a Model Approach to Promote Social Justice

The author proposes the development of multicultural service learning pedagogy and community-based research curricula to better train future service providers who work in multicultural and disenfranchised communities. She highlights the potential of community-university partnerships in transforming both the academy and the community. Specifically, she focuses on the potential of multicultural service-learning and community-based research to develop a sense of “critical consciousness” among future human service practitioners, while meeting identified community needs. Such instructional and research approaches are aimed at preparing professionals to meet the needs of a growing multicultural population while promoting social justice and systemic change in educational institutions and communities. Examples of how one might incorporate these curricula-based, active-learning and research strategies into specific courses to enhance learning and empower disenfranchised communities are provided. The essay concludes with recommendations designed to inform the work of others interested in using such instructional approaches to promote cultural competence among students while promoting social justice within diverse communities.

service providers, pedagogy, multicultural service learning, community-based research curricula, community-university partnerships, cultural competence

Citation: Social Justice Vol. 30, No. 4 (2003): 64-76