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Lessons from Hammond Heights: Service Learning and Race in an Oklahoma Town
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Lessons from Hammond Heights: Service Learning and Race in an Oklahoma Town Christine Pappas, J.D., Ph.D. Assistant Professor of Political Science East Central University Contact information Email:
## email not listed ##
Phone: 580-310-5640 Mailing Address: East Central University, Ada, Oklahoma, 74820 Abstract:
In the Spring of 2005, the Pi Sigma Alpha chapter at East Central University mounted a service-learning project in the historically Black area of our town, known as Hammond Heights. Over 100 mainly white students were involved in completing about 20 clean-up projects in this mainly Black neighborhood. Our objectives were to provide help to an area of town that is underserved by our local government and to raise awareness of the benefits of community action in our students. The week-long project had bright spots and low spots, and it is debatable whether this area of town and race-relations in our town were actually improved by our efforts. This paper and presentation uses the “portraiture” technique (Pickeral, Haill, and Duckenfield 2003) to detail and discuss our "Week of Work." I draw on our experiences and the service learning and race scholarship to make four suggestions for professors who mount projects in racially charged settings.
This paper is prepared for the American Political Science Association’s 3
rd
Annual
Conference on Teaching and Learning, Washington D.C., February 18-20, 2006.
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| | Authors: Pappas, Christine. |
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Lessons from Hammond Heights: Service Learning and Race in an Oklahoma Town
Christine Pappas, J.D., Ph.D.
Assistant Professor of Political Science
East Central University
Contact information
Email:
Phone: 580-310-5640
Mailing Address: East Central University, Ada, Oklahoma, 74820
Abstract:
In the Spring of 2005, the Pi Sigma Alpha chapter at East Central University
mounted a service-learning project in the historically Black area of our town,
known as Hammond Heights. Over 100 mainly white students were involved in
completing about 20 clean-up projects in this mainly Black neighborhood. Our
objectives were to provide help to an area of town that is underserved by our local
government and to raise awareness of the benefits of community action in our
students. The week-long project had bright spots and low spots, and it is debatable
whether this area of town and race-relations in our town were actually improved
by our efforts. This paper and presentation uses the “portraiture” technique
(Pickeral, Haill, and Duckenfield 2003) to detail and discuss our "Week of
Work." I draw on our experiences and the service learning and race scholarship
to make four suggestions for professors who mount projects in racially charged
settings.
This paper is prepared for the American Political Science Association’s 3
rd
Annual
Conference on Teaching and Learning, Washington D.C., February 18-20, 2006.
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