course concepts to changing students’ understanding of identity and diversity. I am beginning to
use service learning with immigrant organizations in several courses. In relation to teaching
global activism and the use of TAN case studies, immigrant service agencies provide an
opportunity for students to learn both about the human rights issues we are discussing in class
and activism strategies. Again, the depth of the relationship between the students and the
agencies depends upon time availability, transportation and other logistics. One can begin with
agency visits, guest speakers from the agency, and if there are multiple organizations then paired
or small-group interviews of willing staff members. Additionally, students may volunteer at the
organizations, working primarily with youth on English skills, tutoring, and even mentoring.
This ongoing commitment to the agency enables the students to learn far more about the
strategies and challenges of service and non-profit organizations. Furthermore, close interaction
with the children and their families provides a much deeper and more personal understanding of
challenges faced by children of different cultures, generally of lower incomes, and with differing
language skills. It also, in our college’s case, fulfills their yearly service requirement.
Given time restraints, I have sought to gain some of the benefits of service learning
through assigned student observation and brief engagement with the community. More required
time spent volunteering or working with these organizations would likely lead to more benefits
and is something I hope to do in future classes. This, however, requires more detailed planning
and longer-term connections developed with the local community. One ongoing challenge will
be balancing time spent on the college project versus time spent on the community project and
the need for discussions, writing assignments and reflections on both.
Teaching activism and global citizenship using global level opportunities
19
Convention