Abstract
The quality of relationships among students, faculty, and organizations is key to the impact of Service-Learning (SL) programs. However, research has primarily focused on student outcomes, leaving a gap in the analysis of these relationships and their commitment to social impact. This case study examines the relationships among stakeholders in an SL program at a private South American university through interviews with 30 participants. Given the lack of research on this topic in the region, the findings provide valuable insights for institutions implementing SL as a tool for social justice in education. The relationship between organizations and faculty was often found to be exploitative and superficial, though faculty expressed a willingness to improve it. In contrast, other interactions were more transformative, characterized by high levels of communication and engagement, reflecting progress toward a more critical and socially just approach. We conclude that ongoing evaluation is essential to improving stakeholder relationships in SL programs and establishing them as a tool for equity and social justice in higher education.
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