Widening Participation in Service Learning

Abstract

Work-integrated learning (WIL) and service learning are widespread approaches to experiential, practice-based learning in Australia. Both are associated with extensive bodies of research that support their benefits to students, industry, and the community at large. What is less explored, however, is the accessibility of such experiences. In Australia, there are several groups of students that are at a disadvantage in terms of participation in WIL and service learning. When considering access to higher education as an emerging human right, the importance of addressing these inequalities becomes even more clear.

This chapter draws on case studies of pedagogical and curriculum changes that challenge existing power structures from within the curriculum and improve the accessibility and inclusiveness of WIL. This includes a research project that informs redesigning WIL experiences to better suit the needs of students including, a pilot project to improve international student access to service learning, and the development of a Community Internship module that weaves First Peoples’ knowledge and perspectives throughout. While by no means exhaustive, these cases represent the start of ensuring that all aspects of higher education, including experiential, practice-based aspects, are accessible to all students.

Citation

Valencia-Forrester, F. and Backhaus, B. (2021), "Widening Participation in Service Learning", Sengupta, E. and Blessinger, P. (Ed.) International Perspectives in Social Justice Programs at the Institutional and Community Levels (Innovations in Higher Education Teaching and Learning, Vol. 37), Emerald Publishing Limited, Leeds, pp. 77-88. https://doi.org/10.1108/S2055-364120210000037006