Engaged scholarship: reflections and research on the pedagogy of social change

Significant shifts are occurring in higher education pedagogy, research methodology, and community development, ones that value civic engagement and experiential learning as bridges to holistic education and sustainable social change. Engaged scholarship through university–community partnerships can result in providing a well-rounded education for students, a widening of the university's knowledge base, and an empowering investment in community change. Yet, perpetuating unequal power relations and contributing to a deficit-based approach of service can thwart the social change efforts of community-based education. Critically engaging these complex notions, while integrating promising pedagogical practices, is crucial for effective service-learning and community-based research. This paper provides an overview of these topics and the personal and collective challenges and benefits students, faculty, and communities face as a result of campus–community partnerships.