Fusing the concepts of social justice and service learning can create a powerful pedagogical framework for public administration courses. This article explores this fusion framework and its use in a graduate public policy analysis course where local government partnered with faculty to address health disparities. The students utilized the tenets of policy analysis to produce best practices research and a policy analysis on health disparities for the local government client. Social equity can be used both as a delivery mechanism for course content and to produce useful products for a community partner via service-learning. In this model, students not only learn about social equity but also actually participate in social equity work in the context of the class setting, in the process enhancing classroom engagement, skill development, and awareness of social justice through the lens of health disparities.
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