[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-308483-105":53,"doc-detail-308483-en":120},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":113,"head_meta":115,"extra_data":117,"updated_unix":119},105,"en","an-expectation-of-care-flexible-emergence-of-students-critical-consciousness-in-a-community-based-writing-project","An Expectation of Care - Flexible Emergence of Students’ Critical Consciousness in a Community-Based Writing Project","","This study examines how critical consciousness develops among service-learning students at a solidarity-, kinship-, and social-justice-focused institution. Using Cipolle’s progression from charity to caring to critical consciousness, the research shows students can express charity and solidarity in the same reflections, making change non-linear. The paper introduces flexible emergence to explain how learners transition in and out of critical perspectives while navigating prior experiences and biases, supporting educators in treating progress as fluid rather than binary.",{"@graph":63,"@context":112},[64,80,95],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":51,"@type":70,"position":76},"https://docshare.wps.com/template/general/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/an-expectation-of-care-flexible-emergence-of-students-critical-consciousness-in-a-community-based-writing-project/308483/",4,{"url":78,"name":59,"@type":81,"author":82,"headline":59,"publisher":85,"fileFormat":88,"inLanguage":57,"description":61,"dateModified":89,"datePublished":89,"encodingFormat":88,"isAccessibleForFree":90,"interactionStatistic":91},"DigitalDocument",{"name":83,"@type":84},"Maya Linwood","Person",{"url":68,"name":86,"@type":87},"DocShare","Organization","application/pdf","2026-09-20",true,{"@type":92,"interactionType":93,"userInteractionCount":4},"InteractionCounter",{"@type":94},"ViewAction",{"@type":96,"mainEntity":97},"FAQPage",[98,104,108],{"name":99,"@type":100,"acceptedAnswer":101},"What does the study investigate about service-learning students?","Question",{"text":102,"@type":103},"It examines the development of students’ critical consciousness in a service-learning context grounded in solidarity, kinship, and social justice.","Answer",{"name":105,"@type":100,"acceptedAnswer":106},"Why do the authors argue that the shift toward critical consciousness is not linear?",{"text":107,"@type":103},"Findings show students can express both charity and solidarity within the same reflections, indicating that movement among stages can occur simultaneously.",{"name":109,"@type":100,"acceptedAnswer":110},"What is “flexible emergence” in this research?",{"text":111,"@type":103},"It is a proposed concept describing how students transition in and out of critical perspectives as they navigate prior experiences and biases, rather than moving through stages in a fixed sequence.","https://schema.org",{"og:url":78,"og:type":114,"og:title":59,"og:site_name":86,"og:description":61},"article",{"robots":116,"canonical":78},"index,follow",{"doc_id":118,"site_id":56},308483,1789869189,{"code":4,"msg":5,"data":121},{"doc_id":118,"user_id":122,"nickname":83,"user_avatar":123,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":124,"file_id":125,"file_url":126,"file_type":127,"file_size":128,"view_count":4,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":20,"language":129,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":130,"faqs":131,"seo_title":132,"seo_description":61,"update_tm":119,"read_time":47},962084928432,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","An Expectation of Care: Flexible Emergence of Students’ Critical Consciousness in a CommunityBased Writing Project  \nRenea Frey, Jeffrey Gerding, Ethan Nichols, and Danielle Stone  \nAbstract  \nThis study examines the development of critical consciousness in service-learning students at an institution emphasizing solidarity, kinship, and social justice. Building on Cipolle’s (2010) framework, which describes a progression from charity to caring to critical consciousness, we explore how students often embody multiple stages simultaneously. Our findings reveal that students express both charity and solidarity in the same reflections, indicating that the shift to critical consciousness is not linear. We propose the concept of flexible emergence, suggesting that students transition in and out of critical perspectivesas they navigate prior experiences and biases. Rather than expecting students to fully abandon a charity mindset within a semester, we argue for an approach that acknowledges the fluidity of their development. By adopting this perspective, educators can better support students’evolving understanding of service-learning as a tool for social justice, rather than viewing progress as a rigid or binary process.  \nKeywords: critical service-learning, flexible emergence, critical consciousness, charity vs. solidarity, social justice education  \nS  \ntudents participating in servicelearning projects often view their role as simply “helping” others or gaining “real-world skills”through community engagement.  \nHowever, shifting their perspective toward service-learning as an act of justice, solidarity, or dismantling systemic inequities presents a greater challenge (Allahwala et al. , 2013; Butin, 2015; Cippole, 2010; ClarkTaylor, 2017; Clifford, 2017; Coffey & Arnold, 2022; Endres & Gould, 2009) . Like many teacher–researchers who emphasize the value of critical service-learning, we hoped to promote “a social change orientation, working to redistribute power, and developing authentic relationships”(Mitchell, 2008, p. 50) as the foundation for our approach. However, like most critically focused service-learning advocates, we found that our students did not always fully grasp or meet this goal, or did so in uneven or contradictory ways. To explain this phenomenon, we  \npropose examining student mindsets toward service-learning from the perspective of flexible emergence of critical consciousness that is in the process of development. This model expands upon previous research and provides a nuanced understanding of how critical consciousness emerges in uneven, surprising, or even contradictory ways.  \nThis 4-year project was conducted through a Professional Writing course at a Jesuit university with a social justice–based mission, working with MORTAR, a community partner whose mission focused on supporting and promoting minority entrepreneurs, conditions we hoped would encourage students to view their service-learning work as solidarity rather than charity. Although we had hoped that anchoring our work in the values expressed by our institutional mission statements and overarching shared principles would support these goals, the results were more complicated and less straightforward, creating a tension between  \nVol. 30, No. 1—Journal of Higher Education Outreach and Engagement 28  \na desire for care and solidarity on one hand, and reinforcing preconceptions about charity on the other.  \nIn our work, we show how a more fluid approach to developing critical consciousness may both complicate and augment assessments of students’ attitudes toward service-learning as social justice. The work of Cipolle (2010) focused on developing critical consciousness on a continuum that often begins with a charity mindset, then moves toward caring, before developing a critical perspective focused on social justice. We build upon that work and examine our findings through a lens of flexible emergence, showing how even the same individual may display att","cbCaiobsXiNkI8Qe","https://ap.wps.com/l/cbCaiobsXiNkI8Qe","pdf",276982,"English","# Abstract\n## Literature Review","[{\"question\":\"What does the study investigate about service-learning students?\",\"answer\":\"It examines the development of students’ critical consciousness in a service-learning context grounded in solidarity, kinship, and social justice.\"},{\"question\":\"Why do the authors argue that the shift toward critical consciousness is not linear?\",\"answer\":\"Findings show students can express both charity and solidarity within the same reflections, indicating that movement among stages can occur simultaneously.\"},{\"question\":\"What is “flexible emergence” in this research?\",\"answer\":\"It is a proposed concept describing how students transition in and out of critical perspectives as they navigate prior experiences and biases, rather than moving through stages in a fixed sequence.\"}]","An Expectation of Care - Flexible Emergence of Students’ Critical Consciousness in a Community-Based Writing Project | PDF"]