Social Justice Advocacy in the Classroom Through Service-Learning in Public Relations: Welcoming Students With Legal Refugee Status

Author Details

Müller, Naíde

Journal Details

Published

Published: 31 July 2024 | Article Type : Research Article

Abstract

This study uses classroom ethnography to position service-learning pedagogical approaches in the context of social justice advocacy in public relations. The research focuses on public relations (PR) teaching and learning processes while implementing an advocacy project to welcome students with legal refugee status at a Portuguese university. Findings provide longitudinal evidence that improves the understanding of 1) Students’ challenges in linking theory and practice, 2) Pedagogical approaches that promote greater engagement in social justice advocacy, and 3) Students’ perceptions of the skills acquired in the context of service-learning in PR.

Keywords: Service-Learning, Social Justice, Advocacy, Public Relations.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Copyright © Author(s) retain the copyright of this article.

Statistics

311 Views

474 Downloads

Volume & Issue

Article Type

Research Article

How to Cite

Citation:

Müller, Naíde. (2024-07-31). "Social Justice Advocacy in the Classroom Through Service-Learning in Public Relations: Welcoming Students With Legal Refugee Status." *Volume 4*, 1, 30-42