Social Justice for (University) Credit? the Women's and Gender Studies Practicum in the Neoliberal University (original) (raw)

2016, Resources for Feminist Research

omen's and Gender Studies (WGS) have long institutionalized some form of praxis 1 in their degree programs-often understanding students working in, and with, community organizations as "activism" and thus as pivotal to the field's commitment to engender social change directly and not only teach about it. Accordingly, many WGS programs in Canada have some form of practicum, internship, or cooperative education program on the books, either as a compulsory or as an optional part of the undergraduate-and increasingly also of the graduate-degree. Nearly half, or twenty-three out of fifty, Women's and Gender Studies (WGS) undergraduate programs at Canadian universities list such a component. 2 Four WGS programs among and in addition to these, list a graduate level praxis component, bringing the total number of praxis components to 27 at 24 institutions. Thus, collectively WGS have much experience regarding community involved praxis learning. This expertise should position WGS programs well as Canadian postsecondary institutions, increasingly "discover" that students' community involvement is beneficial, not only for students' motivation and the university's reputation, but also when making the case to politicians and the public for liberal arts' continued relevance. WGS expertise is rarely recognized when community-based service learning is institutionalized in postsecondary W