Social Justice and Service Learning

Life is more enriching when one is not centered on self. In one of my personal artist biographies I admit, “Susan is often found conflicted with many ideals of contradiction which often offers fertile ground for her creativity.” As art educators we need to find that center, the context in which we come from, as mentioned in the multiculturalism articles, yet we need to propel our purpose out of self, not disconnected from who we are but refining what we can all evolve into, however there is no destination; we will constantly be changing and hopefully refining ourselves into better humans. In both of the articles I recognized a fluid process to planning, that needs of the student or educator may shift. However, like in aesthetics we need a foundation or criteria to keep us on course with social justice and service learning.
In Elizabeth Garber’s article she characterizes the teacher’s social justice role in education as empowering teachers as “leaders capable of contributing to a social change and justice both inside and outside of schools provides a basis for belief in the possibility of social justice.” Students will have experiences that they can take beyond the classroom. She weighs “the importance of teachers seeing themselves as intellectuals- that is, as professionals able to conceptualize, design, and implement ideas and experiences in educating students- rather than as technicians implementing prepackaged content and instructional procedures… teachers are able to determine content that validates their student’s bases of understanding and experiences.” This is only possible if the educator is intune with their personal enrichment and flexible in their own life experiences and response to the world that surrounds them and the students they educate. Taylor reinforces the ever changing shifts and response that is necessary in social justice and service minded theory by stating that the keystone to service-learning pedagogy is reflection. “Service-learning students, teachers, and community participants are actively involved in the constant production and reproduction of the service project through reflective discourse, writing, exhibition, and critique” Through this vital reevaluation, “service-learning theory and language are also constantly reflected upon, reconsidered and altered.” To reaffirm this, Taylor defines that  a service-learning project must be a continually evolving process to be considered a postmodern work of art, and that even when the course or semester is over, the service -learning project is never completed, re affirming that like our own theories we must continue to evolve and refine our response to the world around us and the way we educate.
I often say, if I think I know all the answers, I am in trouble. I also know that listening is often more effective than pressing my point of view. In the case of social justice and service-learning, I have often been surrounded by strong points of view, taught in ubran, inner city, or underprivileged-at-risk students, while our family qualified for “underprivileged” assistance programs. I have people in my life that are a contrast to my thinking. There is a necessity in acceptance, willing to learn from the differences, but looking for the similarities. If we focus on what is different or wrong we will never meet on the common ground. 
As we began class one day,”do you think you are going to be asked about what standards you teach, what you teach?” Most of us looked blankly. We were then told our art program is ours, what we choose to teach is our program, we must own it. As much as that gives us freedom it comes with responsibility. We will need to continually inform ourselves if social justice becomes part of the curriculum we choose to focus on. Service-learning vital to a wholesome human experience, it can only enhance the lives we touch and educate. 

“Service-Learning as a Postmodern Art and Pedagogy”, Pamela G. Taylor (2002)
“Social Justice and Art Education”, Elizabeth Garber (2004)

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