Introducing Asset-Based Models of Social Justice into Service Learning: A Social Work Approach

Abstract

Increased attention is being given to university-community partnerships. Among such partnerships is service learning, a pedagogical model that integrates experiential community service activities and academic learning. Traditional service learning models often diverge from social work methods that embrace strengths, empowerment, antioppressive principles, and citizendriven approaches. This article presents the integration of a progressive service learning model into a graduate-level social work macro practice course. The model gives explicit attention to respecting the dignity and worth of the individual by sharing power and developing collaborative relationships between students and community residents where both are serving and learning together.

Teaching Macro Social Work through Experiential Learning: Student Reflections on Lessons Learned in Building School-Community Partnerships

“…Further, the MSW students developed enthusiasm for macro social work, supporting their commitment to act as agents of social change (Kronick & Cunningham, 2013). The MSW students' reflections also confirm previous findings that the experiential/service-learning project reinforced social work values of strengths-and assetbased perspectives and citizen-driven approaches to understanding and responding to community concerns (Donaldson & Daughtery, 2011).…”

“…The combination of engagement and reflection central to service-learning can also add to students' learning in other areas, as it helps develop their abilities in critical thinking and challenges them to understand and respond to complex social problems (Eyler, 2009). Service-learning can be used to teach and reinforce social work values, such as strengths-based perspectives, empowerment, anti-oppressive principles, and asset-based citizen-driven approaches (Donaldson & Daughtery, 2011). Service-learning can also help reinforce students' mastery of practice competencies by providing opportunities to use skills differently than what may be used in their field placement (Phillips, 2011).…”

Students’ Perceptions of Service-Learning in an Advanced Research Course

“…The values of social justice and citizenship underpin service-learning (Donaldson & Daughtery, 2011;Phillips, 2011). Phillips (2011) notes that "intentional, deep, and structured reflection… on the root causes of community problems, on the relationship between the service, community problems, and curriculum, and on the student's role in the service activity" distinguishes service-learning from mere volunteerism (p. 3).…”

“…Phillips (2011) asserted that many scholars and practitioners see service-learning as a tool for social transformation. However, some have expressed concern that traditional service-learning approaches that position the university as a source of expertise and benevolence, and/or reinforce stereotypes and the status quo, do not align with the social work profession's emphasis on strengths, empowerment, challenging privilege and oppression, and being client-centered (Donaldson & Daughtery, 2011;Phillips, 2011). In one survey of social work educators about perceived effects of service-learning, respondents were least likely to say that service-learning "has the explicit social justice aim of dismantling structures of inequality" (Cronley et al, 2014, p. 161).…”

“…When power and privilege are imbalanced among service providers and recipients, and self-determination is neglected, service-learning may undermine rather than promote social justice. Donaldson and Daughtery (2011) advocated for progressive service-learning models that involve service recipients in defining problems, identifying priorities, and making decisions, and that reinforce their existing and potential strengths and capabilities. Servicelearning experiences that emphasize social work values should also lead students to question the distribution of power and resources.…”