Theoretical Framework of the Study

1189 Words Jun 20th, 2018 5 Pages
As seen in the previous literature, much of the empirical research in the last twenty years has focused on documenting the positive student outcomes associated with service-learning. Despite this focus, only few studies have also explored the role individual characteristics play in participation in such outcomes. Susan Jones (2002), for example, finds that the student’s ability to actively participate in all aspects of her/his service-learning experience depends on “the intersection of the student’s own background. . . , developmental readiness for such a learning experience, and the privileging conditions that put a college student in a community service organization as a volunteer in the first place” (p. 13). Accordingly, different …show more content…
In her conceptualization of student resistance to service-learning through the critical developmental lens, Jones also considers the critical whiteness theory. Frankenberg (1993) describes Whiteness as multidimensional: “First, whiteness is a location of structural advantage, of race privilege. Second, it is a ‘standpoint’ and place from which white people look at ourselves, at others, and at society. Third, ‘whiteness’ refers to a set of cultural practices that are usually unmarked and unnamed”(p. 1). Although whiteness has intangible systems of oppression, inequality, and unearned advantage that are not necessary seen, heard, or felt; they reproduce and support the idea that being white is the ideal racial identity. Butin (2005) examines the dynamics of whiteness and the extent to which student resistance “is conceptualized as occurring due to dominant students’ rejection of the exposure and analysis of these same hidden and/or explicit social, cultural, and academic structures and practices of the school that privilege and sustains white, middle-class norms”(p. 117). As such, addressing the dynamics of social inequalities through readings, classroom discussions, and community service visits may confront students with their conditions of privilege, as well as with new epistemologies that do not necessarily resonate with students’ previous knowledge of the world. These
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