This analysis uncovers challenges in community-based critical teaching in a faith-based institution, suggesting insights on literacy ideologies.
This article investigates the successes and failures of an upper-level service-learning composition course on the theme of “literacies” in order to uncover the particular challenges of engaging in community-based critical teaching in a faith-based institution. It identifies a religiously grounded form of noblesse oblige revealed in students’ literacy autobiographies and proposes pedagogical interventions to engage students in considering their own and their institutions’ ideological assumptions about literacy and service.
No takes yet. Share an insight, caveat, or question.
B. Cole Bennett (2025) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: