Abstract

This chapter addresses service-learning in Jesuit foreign language programs and its relationship to the promotion of social justice and a "well-educated solidarity," as urged by Fr. Kolvenbach (Santa Clara University, 2000). The particular service-learning experiences of our Spanish courses will serve as a springboard for a broader discussion of the following issues: developing a working definition of "social justice;" incorporating social justice themes more thoroughly throughout the curriculum; assessing challenges faced by professors in developing service-learning activities for their courses; and facilitating the developmental shift from the notion of "charity" to "social justice" for students.

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