© 2018

Student Development and Social Justice

Critical Learning, Radical Healing, and Community Engagement


Table of contents

  1. Front Matter
    Pages i-xi
  2. Theories of Engagement

    1. Front Matter
      Pages 1-1
    2. Tessa Hicks Peterson
      Pages 3-18
    3. Tessa Hicks Peterson
      Pages 19-66
    4. Tessa Hicks Peterson
      Pages 67-118
    5. Tessa Hicks Peterson
      Pages 119-154
  3. Praxis of Engagement

    1. Front Matter
      Pages 155-155
    2. Tessa Hicks Peterson
      Pages 157-185
    3. Tessa Hicks Peterson
      Pages 221-235
  4. Back Matter
    Pages 237-321

About this book


This book weaves together critical components of student development and community building for social justice to prepare students to engage effectively in community-campus partnerships for social change. The author combines diverse theoretical models such as critical pedagogy, asset-based community development, and healing justice with lessons from programs promoting indigenous knowledge, decolonization, and mindfulness. Most importantly, this book links theory to practice, offering service-learning classroom activities, course and community partnership criteria, learning outcomes, and assessment rubrics. It speaks to students, faculty, administrators, and community members who are interested in utilizing community engagement as a vehicle for the development of students and communities towards wellbeing and social justice.


community engagement higher education public health social psychology sociology of education

Authors and affiliations

  1. 1.Pitzer CollegeClaremontUSA

About the authors

Tessa Hicks Peterson is Assistant Vice President for Community Engagement and Assistant Professor of Urban Studies at Pitzer College, USA. For the last twenty years she has facilitated trainings and taught classes on anti-bias education, social justice, and community engagement. She is the author of several articles on community engagement and social change.

Bibliographic information


“Hicks Peterson succeeds in exploring the realities and the theoretical underpinnings of the linkages among action research, community engagement, both individual and community well-being, how those connections can be assessed, and whether or not they suggest prescriptive patterns of policies and choices that align with core democratic values of social justice. She builds upon the work of Paulo Freire and John Dewey—connecting those theoretical foundations to community-based actions and strategies—making a significant new contribution.” (Donald W. Harward, President Emeritus, Bates College, USA)

“The author articulates an insightful model of socially justice community engagement while offering practical tools to offer teachers, students, staff members, and community members tangible ways to engage in work that seeks to fundamentally transform injustice.” (Beth Berila, Director of the Women’s Studies Program and Professor, Ethnic and Women’s Studies Department, St. Cloud State University, USA)

“This book is a timely response to a climate today that is promoting scapegoating, division, hate, fear, and hopelessness.  In proposing a frontier community engagement strategy focusing on the root causes of injustice, this book proposes transformational models that ensure one’s well-being and intersectionality in the advancement of engaged learning, teaching, research, and organizing.”  (Jose Zapata Calderon, Professor Emeritus of Sociology and Chicano/a and Latino/a Studies, Pitzer College, USA)

“This book offers an insightful analysis about the power of healing, hope, and well-being for practitioners.Those who read this will have taken a quantum leap in their thinking about how to support their students with creating real impact in the world.” (Shawn Ginwright, Associate Professor of Education & Africana Studies, College of Ethnic Studies, San Francisco State University, USA)