We attempt to answer where the social justice is in service-learning by probing what it is, how it looks in the process of being institutionalized at a Jesuit university, and why it is important. We develop themes about institutionalizing service-learning from a social justice perspective. Our themes were developed through an analysis of service-learning research focused on institutionalization and social justice, and a case study of a Jesuit university attempting to institutionalize it, including five faculty action research service-learning projects. From these themes, we share lessons that we learned from this experience.
This article is a case study of a Jesuit institution and its institutionalisation of service-learning an innovative pedagogy. It consists of an extensive, theoretical and research-based literature review on the topic, a survey of faculty use, as well as action research projects. The article was originally presented at a 2005 AERA conference as well as the International Service-Learning Research Association conference (in 2005).It is published in a special issue devoted to social justice. Sondra Cuban is the first author and she wrote the first, second, and third drafts herself with the second author (Anderson), contributing one section on a programme he directed (roughly 2/33 pages) for the 1st draft. Cuban did all of the copy editing and proofing. RAE_import_type : Journal article RAE_uoa_type : Education
