Abstract

Latino students in community service-learning courses at an urban university in the United States, as compared to White students, evidenced greater gains in leadership development including their commitment to civic responsibility and desire to become a community leader. Investigation of associated pedagogical techniques indicates that rather than using traditional individualistic learning approaches such as lectures and final exams, facilitating Latino student civic leadership formation is a function of utilizing pedagogía comunitaria (pedagogy of community) such as group decision-making and interpersonal dialogues.

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Additional Information

ISSN
2157-8591
Print ISSN
2157-8583
Pages
pp. 54-78
Launched on MUSE
2014-10-31
Open Access
No
Archive Status
Archived 2014
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