摘要：Background:Critical service-learning provides an opportunity for culturally sustaining and experiential learning across a variety of contexts. This study took place alongside a larger study examining the implementation of a year-long community-based critical service-learning initiative at an underresourced elementary school. While the larger study focused on the ways in which the teachers engaged with the framework, this study focuses on the students.Purpose:This study sought to explore third graders’ perceptions of their participation in developing, planning, and implementing a critical service-learning project.Methodology/Approach:Fieldnotes from classroom observations, co-planning and co-teaching sessions, transcripts from student focus groups, and other lesson artifacts were analyzed qualitatively.Findings/Conclusions:A case study of two third-grade students found that amplification of student voice associated with engaging in the critical service-learning fostered a sense of community within the classroom and increased student self-efficacy.Implications:These findings add to the literature on critical service-learning in K–12 public schools while also providing impetus to continue studying student perceptions of experiential learning.
