Moving Beyond the Dominant: Service-Learning as a Culturally Relevant Pedagogy

This chapter begins with a critique of the literature and argues for the application of diverse and culturally relevant ways of knowing (Cruz, 2007; Ladson-Billings, 2000). The next section will focus on examples of service-learning research projects that have used a culturally relevant framework, Critical Race Theory (e.g., Crenshaw, Gotanda, Peller & Thomas, 1995; Darder, Baltodano & Torres, 2003; Solorzano & Yosso, 2002). Critical Race Theory (CRT) was fueled initially in the 1970s by legal scholars of color and their desire to move race and systemic racial inequality to the center of legal scholarship (Crenshaw, Gotanda, Peller, & Thomas, 1995; Delgado & Stefancic, 2001). CRT scholars' interest, while not intended to be dogmatic in nature, is to understand white supremacy and the ways in which colorblind stances serve to maintain the subordination of people of color. The critical race service-learning research projects highlighted in this chapter (Gilbride-Brown, 2008; Pickron-Davis, 1999; Verjee, 2006) illustrate the potential in examining practice through culturally relevant lenses in order to foreground the voices and experiences of underrepresented groups. Finally, implications for future service-learning research practice from a Critical Race point of view will be offered to advance a more inclusive, culturally relevant service-learning agenda.