Published In
Journal of General Education: A Curricular Commons of the Humanities and Sciences
Document Type
Article
Publication Date
2018
Subjects
Service learning, Cultural pluralism
Abstract
This retrospective on service learning in the development of University Studies Capstones, the senior-level requirement in the University Studies general education program at Portland State University, explores how the original framers of University Studies anticipated the pitfalls of "pedagogies of whiteness" in deploying service learning as the hallmark pedagogical feature of the program; includes a case study of a Capstone course that centers on Indigenous ways of knowing, learning, and teaching through its pedagogy; and identifies the formative presence of Capstone faculty committed to anti-racist and anti-imperialist pedagogies. From a variety of institutional and disciplinary standpoints and through long association with the Capstone program, the authors move from an accounting of the historical founding of University Studies; through an up-close look at a present-day Capstone that explicitly operates from decolonizing/decolonized intentions, course content and pedagogical strategies, and student learning objectives; to a critically reflective consideration of a deeply consequential campus event related to race, racism, and "a knowledge that serves the city," as the motto of Portland State holds.
Rights
Copyright © 2019 The Pennsylvania State University; permission granted to Portland State University Library to host the published version.
Locate the Document
DOI
10.5325/jgeneeduc.67.3–4.0194
Persistent Identifier
https://archives.pdx.edu/ds/psu/30633
Citation Details
Dillon, W.T., Skelton, J.B., & Reitenauer, V.L. (2018). "Diversity," Anti-Racism, and Decolonizing Service Learning in the Capstone Experience. The Journal of General Education 67(3), 194-208.