Abstract

In this article, we blend the Piagetian informed understanding of critical thinking with the scholarship of critical theory to analyze service-Iearning as a pedagogical strategy to promote critically conscious thinking among Students in higher education. We draw from our teaching experiences and student reflections in three different courses at two universities. In these courses, service-leaming was designed to: promote understandings of course content related to societal systems of advantage and disadvantage, develop self-awareness, promote understanding of sociocultural identity differences, and to instill a sense of responsibility for social change. Recommendations are provided.