Philanthropy as a Means of Futurity within the Critical Service Learning Model

Abstract: In the 2020 special issue of The Journal of Community Engagement and Higher Education guest editors Tania Mitchell and Mark Latta outlined the need for an additional tenant to accompany the three tenants of critical service learning. The author suggest that there is a need to consider what the future looks like after authentic relationships are developed, power is redistributed, and social change begins to occur. Mitchell and Latta propose that concept of futurity can offer a way to produce and conceptualize knowledge about the future. Futurity offers those who utilize the critical service learning model the opportunity to think about going beyond the deepen and expanded authentic relationships, the reimage of how power is redistributed with a continued focus on social change.
Mitchell and Latta suggest that futurity is a continuation of the refinement of the critical service learning model and reflects the understanding of the evolution of questions related to critical service learning. During this lighting talk we suggest that philanthropy as a part of futurity offers unique opportunity for student learning, community partner relationships, and creating social change. Positioning philanthropy as part of futurity within the critical service learning model will allow for the examination theoretical underpinnings of philanthropy but also address contextual community implications based on the critical service learning

Narrative: In 2008, Tania D. Mitchell published the pivotal article Traditional vs. Critical Service-Learning: Engaging the Literature to Differentiate Two Models, which is model of service-learning that allows for a democratized social-justice approach. Mitchell (2008) labels the pedagogical approach as critical service-learning (CSL), differentiating it from traditional service-learning with the inclusion of three additional components. These are: 1) the redistribution of power to allow for community partner voice throughout the process; 2) the incorporation of a social change component; and 3) the development of authentic relationships (Mitchell, 2008). In a 2020 Mitchell and Latta guest edited a special issue of The Journal of Community Engagement and Higher Education guest that focused on CSL. In their article they outlined the need for an additional tenant to CSL-futurity. Mitchell and Latta suggest that futurity as outlined by Goodyear-Ka’opua is “ways that groups imagine and produce knowledge about futures” (p. 86). Based on this definition the use of futurity as the fourth tenet of CSL provides opportunities for the conceptualization of how and why knowledge is produced and understood as well as its application. Within the CSL model futurity offers the opportunity the deepen and expand authentic relationships, reimage how power is redistributed with a continued focus on social change. Within futurity the idea of creating new ways of developing knowledge, relationships, and social change can occur in various forms. Within this theoretical framework we suggest that philanthropy as a part of futurity offers unique opportunity for student learning, community partner relationships, and creating social change.
Positioning philanthropy as part of futurity within the CSL model will not only allow for the examination theoretical underpinnings of philanthropy but also address contextual community implications based on the critical service learning model. During a time in which more Universities and Colleges are developing programs, courses, and learning outcomes that focus on philanthropy and philanthropy management situating philanthropy within CSL will ensure that it is taught from a humanist framework. During this lighting talk the presenters will highlight how philanthropy and its theoretical underpinnings that focus on critical consciousness, equity and inclusion can be utilized within the theoretical concept of critical service learning. We will unpack the tenets of CSL and the history of philanthropy and its intersection to futurity. The presenters will also introduce critical consciousness as a means to disrupt traditional ways in which financial giving is understood and highlight ways students, community partners, and the university can mobilize together to create an equitable partnership focused on giving. The presenters will provide a framework for how critical consciousness can be utilized as teaching.