Background: Critical service-learning provides an opportunity for culturally sustaining and experiential learning across a variety of contexts. This study took place alongside a larger study examining the implementation of a year-long community-based critical service-learning initiative at an underresourced elementary school. While the larger study focused on the ways in which the teachers engaged with the framework, this study focuses on the students. Purpose: This study sought to explore third graders’ perceptions of their participation in developing, planning, and implementing a critical service-learning project. Methodology/Approach: Fieldnotes from classroom observations, co-planning and co-teaching sessions, transcripts from student focus groups, and other lesson artifacts were analyzed qualitatively. Findings/Conclusions: A case study of two third-grade students found that amplification of student voice associated with engaging in the critical service-learning fostered a sense of community within the classroom and increased student self-efficacy. Implications: These findings add to the literature on critical service-learning in K–12 public schools while also providing impetus to continue studying student perceptions of experiential learning.

背景：关键服务学习为跨各种背景的文化维持和体验式学习提供了机会。这项研究与一项更大的研究同时进行，研究了在资源贫乏的小学中实施为期一年的基于社区的关键服务学习计划的情况。较大的研究侧重于教师参与框架的方式，而本研究侧重于学生。目的：本研究旨在探讨三年级学生对他们参与开发，计划和实施关键服务学习项目的看法。方法/方法：定性地分析了课堂观察，共同计划和共同教学会议的现场笔记，学生焦点小组的笔录和其他课程文物。结果/结论：一项对两名三年级学生的案例研究发现，与参与关键服务学习相关的学生话语放大会增强教室内的社区意识，并提高学生的自我效能感。启示：这些发现增加了有关K-12公立学校关键服务学习的文献，同时也为继续学习学生对体验式学习的看法提供了动力。