In a 2012 issue of The Journal of Transformative Education, Tharp stressed the need for more research regarding the praxis of diversity and critical service learning. In response, this qualitative case study investigated how a service-learning experience supported university and school students in their exploration of ableism, defined as the systematic discrimination and exclusion of individuals who have disabilities. Additionally, this research used transformative learning as a lens to examine whether the partnership described in this case could be categorized as critical. Findings revealed that the praxis of coursework and the partnership played a pivotal role in illuminating ableism, the partnership provided insight into intersectional issues of social justice, and all participants engaged with the concept of ableism. This article explores how the partnership achieved the aims of critical service learning, addresses where it fell short, and considers the implications for service-learning experiences designed to address ableism. Finally, this article offers a novel way to consider how critical service learning, ableism awareness, and transformative learning can be used in tandem to address social justice.
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