Abstract: In an era of increasing racial and ethnic diversity, both in the larger U.S. society and in institutions of higher education, using teaching strategies that explicitly address racial justice can be a meaningful way to engage a diverse student. Service Learning Initiative for Community Engagement in Sociology (SLICES) is a research-based program in the Department of Sociology at the University of Nevada, Las Vegas that uses critical theories as praxis to foster academic and professional development, and civic engagement while paying particular attention racial justice. This paper describes the use of Feminist Standpoint Theory and Information Has Value as theoretical tools for course curriculum development, larger program design, and community involvement.
Key words: critical theory, Feminist Standpoint Theory, service learning, community based participatory action research, Information Has Value
Acknowledgements: The authors would like to extend our appreciation the two blind reviewers for their thoughtful and comprehensive comments. SLICES’ work would not be possible without the support of our UNLV campus partners. We would like to thank the Office of Student Engagement and Diversity, the Office of Undergraduate Research, University Libraries Social Sciences Librarian, Heidi Johnson, and the Office of Career Services. We would also like to thank Sociologists for Women in Society for their generous support from the Social Action Grant and the Nevada System of Higher Education Regents Service Award program funding support for SLICES staffing positions. And the first author would like to thank José Luis Meléndrez, M.S.W., Executive Director of Community Partnerships, UNLV School of Community Health, for modeling commitment to community engagement and mentorship.
Smedley-López, Anna, Heidi Johnson, and Arléne Amarante. 2017. "SLICES: Critical Theory as Praxis and Research-Based Service Learning." Humboldt Journal of Social Relations 1 (39): 176-191.