Date of Award

2026-05-01

Degree Name

Doctor of Education

Department

Teaching, Learning and Culture

Advisor(s)

William H. Robertson

Abstract

This qualitative phenomenological research examines the role of service learning that is based on critical pedagogy in empowering students and developing identity and consciousness in a Hispanic-Serving Institution (HSI) on the United States-Mexico border found in South Texas. This study challenges the top-down paradigm, in which empowerment and learning are considered in view of the practices of educators, their teaching methods, and their impacts on student achievement. The research is bottom-up and student-centered. This research explores how students' experiences during service-learning courses shape their sense of identity, voice, and empowerment. Key theories include critical pedagogy (Freire), experiential learning (Dewey), transformative learning (Mezirow), and recognition theory (Honneth). Data was collected through semi-structured interviews with ten undergraduate and graduate students taking service-learning courses and community engagement courses. The thematic analysis uncovers a developmental pattern of three stages: First Space. The main contribution of this study is its methodological change from a top-down approach to a bottom-up approach, as well as its theoretical development, which includes the establishment of three key concepts: (1) "I within the Self" (internal recognition and identity grounding), (2) "I within the We" (relational identity formation through recognition and participation), and (3) transformative praxis (First Space). This research shifts focus from instructional delivery to the lived student experience and internal growth by analyzing courses, classroom settings, service-learning models, and pedagogical interactions through the lens of the students. The results are profound in terms of the implications to educators, institutions, and policymakers. Keywords: Service-learning, critical pedagogy, First Space, identity development, student empowerment, consciousness, recognition theory.

Language

en

Provenance

Received from ProQuest

File Size

378 p.

File Format

application/pdf

Rights Holder

Shahbaa Zaidan

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