When 揇oing With� Can Be Without: Employing Critical Service-Learning Strategies in Creating the 揘ew Orleans Black Worker Organizing History� Digital Timeline

Abstract

Analyzing the development of the 揘ew 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 揳uthentic 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.