The Role of the Practitioner

To help students develop a meaningful critical service program and project, the school- based practitioner must first have an understanding of critical service learning (CSL).Before starting a CSL project, the practitioner is encouraged to review the discussion in Chapter 1 regarding the differences between CSL and service learning. In addition, the practitioner must be willing to address his or her role from the following perspectives: CSL in relation to the redistribution of power; the ability to use insight as a practitioner to help students understand the critical components of service learning; a willingness to move from the traditional adult power position in the relationship to one that recognizes student voice in creating the program/ project; the ability to be introspective of political and societal influences; and, finally, the willingness to move from the practitioner role to that of a facilitator. When using a CSL approach, practitioners must help students understand how service can make a difference in either changing or perpetuating systems of inequality. O’Grady (2000) reminded us to go beyond individual problems to redress social policies that work to maintain dominant structures. In other words, unless we change systems that maintain inequality, our own efforts may perpetuate a cycle of dependence. We understand that students are not going to solve all of the social ills that exist in their com¬munities; however, CSL is an opportunity to increase their awareness of the advocacy–change–action process. The CSL approach fosters critical consciousness, allowing students to combine action and reflection in the group or classroom to examine both the historical precedents of the social problems addressed in their service projects and the impact of their personal action/ inaction in maintaining and transforming those problems (Mitchell, 2008). This analysis allows students to connect their own lives to the lives of those whom the service project addresses. In addition, a CSL approach allows students to become aware of systemic and institutionalized inequalities. The reflection dynamic of a CSL pedagogy (teaching strategy) encourages contem¬plation on both personal and institutional contributions to social problems and measures that may lead to social change (Marullo, 1999; Rice & Pollack, 2000).