Critical Service-Learning as Social Justice Education: A Case Study of the Citizen Scholars Program

This article examines the Citizen Scholars Program, which is a unique four semester service-learning experience with an explicit aim to develop students' capacities to act for positive social change. Using the experiences of the second completion cohort of this program as a case study, this research suggests that a critical service-learning pedagogy encourages students to think more deeply about and develop commitments to act for social justice. (author)