Community service-learning (CSL) courses provide opportunities in which students engage in learning outside of the normative college classroom and are sites in which students can learn as a collective. In this article, we argue for a human rights pedagogy that considers how a critical engagement of CSL projects has fostered a bridging moment between academic and non-academic communities and offers new possibili- ties for building community. We analyze CSL projects with the American Indian Recruitment Programs - a grassroots, non-profit organization based in San Diego, California. We conclude our article with a human rights-based pedagogical model that is built upon the idea of interwoven liberation.
Falcón, Sylvanna M. & MichelleM. Jacob.
"Human Rights Pedagogies in the Classroom: Social Justice, US Indigenous Communities and CSL Projects."
Societies Without Borders
Available at: http://scholarlycommons.law.case.edu/swb/vol6/iss2/2