When “Doing With” Can Be Without: Employing Critical Service-Learning Strategies in Creating the “New Orleans Black Worker Organizing History” Digital Timeline

Abstract

Analyzing the development of the New Orleans Black Worker Organizing History digital humanities timeline, this case study addresses the inevitability of transient partnerships between students and community members, while pushing back on the notion of Authentic relationships in service learning. Embracing the ephemerality of service-learning projects, I focus more on intentional strategies that can lead to transformative learning experiences and help to create a more even playing field in knowledge production. I link critical service learning with feminist pedagogy to offer collaborative strategies that better leverage resources to bridge campus and community.