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University-Community Engagement, Axes of Difference & Dismantling Race, Gender, and Class Oppression

Belinda C. Lum and Michelle M. Jacob
Race, Gender & Class
Vol. 19, No. 3/4, Social Justice, Environmental Justice, New Racism, and Race, Gender and Class (2012), pp. 309-324
Stable URL: http://www.jstor.org/stable/43497501
Page Count: 16
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
University-Community Engagement, Axes of Difference & Dismantling Race, Gender, and Class Oppression
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Abstract

This paper examines ways that a critical education helps students identify, understand, and address inequalities based on race, class, and gender. Using data collected in our Sociology and Ethnic Studies classes, we analyze how we utilize community engagement in our classrooms to work towards a curriculum that dismantles systems of oppression. We analyze student reflection papers from service-learning projects and argue that an applied critical pedagogy must provide students with systematic, grassroots oriented engagement with communities of color. We argue that deliberate and strategic community based organization partnerships can guide students towards deeper understanding of course curriculum. We conclude that a praxis-oriented education prepares students for successful engagement in working to change systems of oppression.

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