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Community-based learning and social justice.

Article Excerpt
Abstract

This is a reflective essay on the ways in which community-based learning (CBL) enriches the work life of a faculty member who retains working-class roots and an interest in social justice. Using examples from courses and applied research on community development, housing, and poverty, the essay explains how meaningful relationships with community organizations act as a counter-balance to the isolation of an academic career. It also discusses the value of community-based learning when teaching about social justice themes.

Introduction

This academic year will be my eighth as a professor in an interdisciplinary, applied social science department with both professional and academic degree programs. Within weeks of arrival on campus I became involved with community-based learning (CBL). Over the years I have partnered with several organizations doing some facet of anti-poverty work in our region; these interactions have enriched my teaching and research. My students have reaped the benefits of engagement in projects with community partners: authentic learning experiences, cross-cultural experiences, and exposure to the professional field. Some students have even leveraged the relationship into an internship or paid employment. My community partners have also reaped the benefits of engagement: they have received expert technical assistance and students' intellectual and organizational energy.

Much of the literature on community-based learning stresses the impact on students. Yet involvement in community-based learning has benefited my professional development quite significantly, helped me survive the stress of working in the university, and allowed me to pursue the social justice goals I consider important. The experience of working with organizations outside of academia has increased my substantive knowledge far beyond that acquired in graduate school. Because I teach students earning professional degrees, this knowledge is invaluable in the classroom. In addition, regular contact with practitioners and ordinary people outside of the university reduces the sense of isolation I feel on campus. The vast majority of...

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