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Ethical Engagement

Ethical tensions in service learning and community engagement

Service learning and other forms of community-engaged learning are often associated with positive outcomes for learners and host communities, but the reality is more complex.

The presence of university students in communities by itself does not guarantee mutual benefit for either university students or host communities locally or abroad. Rather, good intentions can result in deepening stereotypes, weakened local capacity, or the production of products that are not perceived as relevant to, usable by, or sustainable in the communities with whom students engage.

Why ethical engagement matters in the classroom and communities

Engaging students and communities in these questions as part of community-based and community-engaged learning experiences supports modeling practices and fostering meaning-making that encourages the development of what Paulo Freire described as praxis that is “reflection and action upon the world in order to transform it” (Freire, 1972, p. 52), resulting in ethical, self-aware, responsive, and accountable action. Praxis doesn’t just involve the head. Rather, praxis involves "knowing, doing and being” (p. 226).

Course and program planning as sites to address ethical engagement

During MLK service week (January 2022), the Indianapolis Public Library and IUPUI students work together to organize library books at Christel House South Academy. Sarah Batt, center with blue sweater, instructs the IUPUI students on the process of relabeling the books.
During MLK service week (January 2022), the Indianapolis Public Library and IUPUI students work together to organize library books at Christel House South Academy. Sarah Batt, with a blue sweater, instructs the IUPUI students on the process of relabeling the books.
During MLK service week (January 2022), Exodus Refugee Immigration and IUPUI students partner to fill backpacks with school supplies for students.

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