Participatory Pedagogy: Oral History in the Service-Learning Classroom

Elena Foulis

Abstract


This article seeks to demonstrate how using oral history in a service-learning course offers an opportunity for students, faculty, and community to engage in participatory pedagogy. Through oral history, students learn to listen, reflect, and see how their learning is achieved in connection with the community. As a pedagogical tool, oral history engenders knowledge production that highlights collaboration and expands students’ understanding of equality and social justice, as Latin@ members of the community become active participants through their roles as narrators. 


Keywords


service-learning; oral history; participatory pedagogy; Latino/a studies

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