The current study examines the meaning that students enrolled in a diverse, urban Catholic high school made of their four-year participation in a mandatory service-learning program. Framed by liberation theology and Paulo Freire's typology of critical consciousness, inquiries look specifically at whether students understood their participation and experiences simply as religiously charitable obligations, or as learning experiences for the development of their social awareness and future civic engagement for social change.
Alliance for Service-Learning in Education Reform. (1997). Standardsqualityforschoolbased and community-based service learning. The Social Studies, 88, 215–219.
2.
BarberB. (1992). An aristocracy of everyone. New York: Ballantine.
3.
BellahR.MadesenR.SullivanW.TiptonA, & TiptonS. (1996). Habits of the heart: Individualism and commitment in American life. Berkeley: University of California Press.
4.
BoffL., & BoffC. (1989). Introducing liberation theology. Maryknoll: Orbis Books.
5.
Boyle-BaiseM. (2002). Multicultural service learning: Educating teachers in diverse communities. New York: NY: Teachers College Press.
6.
BrykA. S.LeeV. E., and HollandP. B. (1993). Catholic schools and the common good. Cambridge: Harvard University Press.
7.
CampbellD.E. (2001). Making democratic education work. In PetersonP.E. & CampbellD.E. (Eds.), Charters, vouchers, and public education (pp. 241–267). Washington, DC: Brookings Institution Press.
8.
CharmazK. (1983). The grounded theory method: An explication and interpretation. In EmersonR. M. (Ed.), Contemporary Field Research: A collection of readings (pp. 109–126). Boston: Little, Brown.
9.
CharmazK. (2001). Grounded theory. In EmersonR. M. (Ed.), Contemporary field research: Perspectives and formulations (2nd ed.) (pp. 335–352). Prospect Heights, IL: Waveland Press, Inc.
10.
ChoppR. S. (1989). The praxis of suffering. Maryknoll: Orbis Books.
11.
DeeT. S. (2005). The effects of Catholic schooling on civic participation. International Tax and Public Finance, 12(5), 605–625.
12.
EylerJ., & GilesD. E.Jr. (1999). Where's the learning in service-learning?San Francisco: Jossey-Bass Publishers.
13.
FreireP. (1970). Pedagogy of the oppressed. New York: Continuum.
14.
FreireP. (1973). Education for critical consciousness. New York: Seabury.
15.
GirouxH. A. (1988). Teachers as intellectuals: Toward a critical pedagogy of learning. Massachusetts: Bergin & Garvey Publishers, Inc.
16.
GlaserB. G. (1978). Theoretical sensitivity. Mill Valley, CA: Sociology Press.
17.
GreeleyA.M., & RossiP.H. (1966). The education of Catholic Americans. Chicago, IL: Aldine Publishing Co.
18.
GreeneJ.P. (1998). Civic values in public and private schools. In PetersenP.E. & HasselB. C. (Eds.), Learning from school choice (pp. 83–106). Washington, D.C.: Brookings Institution Press.
19.
GutierrezG. (1988). A theology of liberation. Maryknoll, NY: Orbis Books.
20.
HansenJ. M. (1999). Citizenship and civic education: Back on the agenda for the schools. The High School Journal, 82, 117–122.
21.
HarrisonC. H. (1987). Student service: The new Carnegie unit. Princeton, NJ: Princeton University Press.
22.
PaulJohnII. (1995, October 11). Your power has responsibilities. L'observatore Romano, 1, 15.
LeskoN. (1988). Symbolizing society: Stories, rites, and structure in a Catholic high school. Lewes, England: Falmer Press.
25.
LevinH.M. (1991). The economics of educational choice. Economics of Education Review, 10(2), 137–158.
26.
LevinH.M. (1998). Educational vouchers: Effectiveness, choice and costs. Journal of Policy Analysis and Management, 17(3), 373–392.
27.
MackieR. (1980). Literacy and revolution: The pedagogy of Paulo Freire. London: Pluto Press.
28.
MedcalfJ. (1995). A prophet's lesson. The Tablet, 801–802.
29.
MerzC., & FurmanG. (1997). Community and schools: Promise and paradox. New York: Teacher's College Press.
30.
NoddingsN. (2002). Educating moral people: A caring alternative to character education. New York: Teachers College Press.
31.
OldenskiT. (1997). Liberation theology and critical pedagogy in today's Catholic schools: Social justice in action. New York: Garland Publishing, Inc.
32.
ProctorD. R. (1992). School-based community service: A descriptive analysis of four high school programs. Dissertation Abstracts International, 53, (04), 1120A. (University Microfilms No. AAC92-25320).
33.
PutnamR. (2000). Bowling alone: The collapse and revival of American community. New York: Simon and Schuster.
34.
ShorI. (1992). Empowering education: Critical teaching for social change. Chicago, IL: The University of Chicago Press.
35.
SilcoxH. (Ed.). (1993). A how-to guide to reflection: Adding cognitive learning to community service programs. Philadelphia: Brighton Press.
36.
StewartT. (2008) Comparing the intended and the perceived: Administrator expectations and student realizations of teacher roles in service-learning. The High School Journal, 91(4) 59–76.
37.
StrainC. R. (2006). Moving like a starfish: Beyond a unilinear model of student transformation in service learning classes. Journal of College and Character, 8(1). Retrieved March 2, 2007 from http://www.collegevalues.org/pdfs/moving.pdf.
38.
StraussA. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
39.
To teach as Jesus did: A pastoral message on Catholic education. (1972). Washington, D.C.: United States Catholic Conference.
40.
U.S. Bureau of the Census. (2000). Statistical abstract of the United States. Washington, DC: U.S. Government Printing Office.
41.
WelchS. D. (1985). Communities of resistance and solidarity. Maryknoll: Orbis Books.
42.
WolfP.GreeneJ. P.KleitzB., & ThalhammerK. (2001). Private schooling and political tolerance. In PetersonP.E.P.E. & CampbellD.E. (Eds.), Charters, vouchers, and public education (pp. 268–292). Washington, D.C.: Brookings Institution Press.
43.
YounissJ., & YatesM. (1997). Community service and social responsibility. Chicago, IL: The University of Chicago Press.
