This exploratory study examines how service-learning faculty and community partners affiliated with rural colleges and universities engage in a practice aligned with Stoecker’s (2016) proposed liberating service-learning framework. Findings from 10 in-depth interviews indicate the ongoing emphasis on student learning, increased interface with government leaders, local businesses, and advocacy organizations, and distinct contextual factors faced by service-learning partners in rural areas. These findings complicate Stoecker’s initial framework, which completely decenters student learning, and calls for a deeper understanding of who constitutes community, change, and power broadly and in the context of densely connected rural areas. It also places the liberating service-learning framework within a theory of community development and outside of its ongoing emphasis as an experimental education model.
This is a metadata-only record.
- Alternative title
SOCIAL CHANGE IN RURAL COMMUNITIES
- Journal title
Journal of Community Engagement and Scholarship
- Date submitted
19 July 2022
- Additional information
Thanks to the Peterson Fund from the University of Wisconsin-Madison School of Human Ecology for supporting this research. Additional thanks to Randy Stoecker, Carolina Sarmiento, and Jennifer Gaddis, Dr. Drew Pearl, and Reviewers 1 and 2 for and offering critical feedback on this manuscript and research project. Last, an abundance of gratitude to participants who are transforming our universities and communities to create a more just and equitable world.