Abstract
For a long time, students of sociology have expressed a strong interest in applying their classroom knowledge to the living community. By linking classroom and community, this paper explores the process of learning through involvement. Specifically, the author suggests that “critically responsive” pedagogy invites involvement, and, can be realized by utilizing a conceptual framework into which is incorporated experience, critical thinking and reflection, and action. The compatibility between critically responsive pedagogy and service-learning is addressed. More concretely, an international service-learning project, culminating in a December 2000 field trip to Manzanillo, Cuba, is offered as an example of effective, “critically responsive” community-based learning.
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