Teacher candidates explore themselves more deeply than ever before through community engaged critical service learning paired with ongoing
self-reflection and examination of critical consciousness. Students are challenged to answer the questions: Who am I? Where did I come from? What do I carry with me? What (historical) practices, experiences, and influences have significantly impacted my dispositions, assumptions, expectations, and behaviors? How might all these things impact the way I approach teaching my future students? How will I help students to successfully navigate and negotiate cultural differences/conflict? How will I teach for social action? Critical Service Learning forces students out of their comfort zones and into unfamiliar community funds of knowledge that are crucial to culturally relevant and equity pedagogy.