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UBC Theses and Dissertations
Women of colour talk back : towards a critical race feminist practice of service-learning Verjee, Begum
Abstract
The University of British Columbia (UBC) is exploring ways in which to develop and implement service-learning. This study explores the development of service-learning from a critical race feminist perspective. Service-earning is a form of experiential education. It is a strategy or pedagogy where students learn and develop through service experiences which are designed to meet identified community issues, and are collaboratively organized between academic institutions and communities. Critical race feminism, as an epistemology, sets out to understand how society organizes itself along intersections of race, gender, class and all forms of social hierarchies. Critical race feminist theory utilizes counter-storytelling to legitimize the voices and experiences of women of colour, drawing on these knowledges toward the larger goal of eradicating all forms of social oppression. The central question for this study is this: how can UBC develop partnerships with individuals and communities of colour that would support and enhance the well-being of such communities, in a service-learning context, when the institution remains a site of white, male and class-based structures, discourses and practices? Through counter-storytelling, women of colour students, staff, faculty and non-university community members relay their perceptions and experiences at and with UBC. Their perceptions and experiences of systemic exclusion form the basis for the development of a service-learning model from a critical race feminist perspective in this thesis. The implementation of such a model would foster the development of respectful and mutually beneficial partnerships with individuals and communities of colour. This model calls for institutional accountability through institutional transformation from within, through the development of a Centre for Anti-Oppression Education, Training and Development, and the simultaneous creation of an Office for Critical Community Service-Learning outside the Point Grey campus. According to this study, such development must be founded on critical race feminist principles of education for transformative citizenship. These critical race feminist principles would encourage a transformative project for education through an emphasis on the development of respectful relationships across social hierarchies, and a commitment to co-creating and sustaining just communities in search for a more humane and equitable world.
Item Metadata
Title |
Women of colour talk back : towards a critical race feminist practice of service-learning
|
Creator | |
Publisher |
University of British Columbia
|
Date Issued |
2005
|
Description |
The University of British Columbia (UBC) is exploring ways in which to develop
and implement service-learning. This study explores the development of service-learning
from a critical race feminist perspective. Service-earning is a form of experiential education.
It is a strategy or pedagogy where students learn and develop through service experiences
which are designed to meet identified community issues, and are collaboratively organized
between academic institutions and communities. Critical race feminism, as an epistemology,
sets out to understand how society organizes itself along intersections of race, gender, class
and all forms of social hierarchies. Critical race feminist theory utilizes counter-storytelling
to legitimize the voices and experiences of women of colour, drawing on these knowledges
toward the larger goal of eradicating all forms of social oppression. The central question for
this study is this: how can UBC develop partnerships with individuals and communities of
colour that would support and enhance the well-being of such communities, in a service-learning
context, when the institution remains a site of white, male and class-based
structures, discourses and practices?
Through counter-storytelling, women of colour students, staff, faculty and non-university
community members relay their perceptions and experiences at and with UBC.
Their perceptions and experiences of systemic exclusion form the basis for the development
of a service-learning model from a critical race feminist perspective in this thesis. The
implementation of such a model would foster the development of respectful and mutually
beneficial partnerships with individuals and communities of colour. This model calls for
institutional accountability through institutional transformation from within, through the
development of a Centre for Anti-Oppression Education, Training and Development, and the
simultaneous creation of an Office for Critical Community Service-Learning outside the
Point Grey campus. According to this study, such development must be founded on critical
race feminist principles of education for transformative citizenship. These critical race
feminist principles would encourage a transformative project for education through an
emphasis on the development of respectful relationships across social hierarchies, and a
commitment to co-creating and sustaining just communities in search for a more humane
and equitable world.
|
Genre | |
Type | |
Language |
eng
|
Date Available |
2009-12-22
|
Provider |
Vancouver : University of British Columbia Library
|
Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
|
DOI |
10.14288/1.0055647
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
|
Graduation Date |
2005-11
|
Campus | |
Scholarly Level |
Graduate
|
Aggregated Source Repository |
DSpace
|
Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.