Purpose

Social innovation education aims to equip students with the skills and mindsets to pursue sustainable and just solutions to complex challenges, yet many programs fail to address the power dynamics underlying unjust social structures. This paper aims to examine a social innovation course that integrates equity, diversity and inclusion principles through critical service-learning.

Design/methodology/approach

Researchers conducted semi-structured interviews of 25 students and 5 key informants in a qualitative, single case design to understand multiple perspectives on significant factors in transformative learning. Document review and auto-ethnographic insights provide additional case background.

Findings

Students identified the service experience as unique and high impact. Significant factors included the atypical service structure, the EDI framework, and the partner organization as an exemplar in the field. Students displayed a spectrum of learning, from recall and comprehension to critical evaluation, new worldviews, and behavior change.

Research limitations/implications

The findings of this qualitative study pertain to one partnership but are generalizable to theories. These findings are plausibly transferable to other experiential social innovation courses embedded in elite, private, predominately white research universities.

Originality/value

This empirical case examines a unique pedagogical and curricular innovation. By seeking to understand factors and outcomes of experiential learning, this study contributes to the literature on social innovation education and critical service-learning. The analysis produced novel insights for faculty and institutions aiming to integrate equity, diversity, and inclusion goals into social innovation programs.

中文翻译：

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将公平、多样性和包容性融入社会创新教育：关键服务学习的案例研究

目的

社会创新教育旨在为学生提供技能和思维方式，以寻求可持续和公正的解决方案来应对复杂的挑战，但许多项目未能解决不公正社会结构背后的权力动态。本文旨在研究通过批判性服务学习整合公平、多样性和包容性原则的社会创新课程。

设计/方法/方法

研究人员以定性、单一案例设计对 25 名学生和 5 名关键信息提供者进行了半结构化访谈，以了解有关变革性学习中重要因素的多种观点。文件审查和自动人种学见解提供了额外的案例背景。

发现

学生们认为这种服务体验是独一无二的，而且影响很大。重要因素包括非典型服务结构、EDI 框架和合作伙伴组织作为该领域的典范。学生们展示了从回忆和理解到批判性评估、新世界观和行为改变的一系列学习。

研究限制/影响

这项定性研究的结果与一个伙伴关系有关，但可以推广到理论。这些发现似乎可以转移到其他嵌入在精英、私立、主要是白人研究型大学的体验式社会创新课程中。

原创性/价值

这个实证案例考察了一个独特的教学和课程创新。通过试图了解体验式学习的因素和结果，本研究为社会创新教育和批判性服务学习的文献做出了贡献。该分析为旨在将公平、多样性和包容性目标纳入社会创新计划的教师和机构提供了新的见解。