In seeing the two programs in the videos above, I want you all to look at the program at Cristo Rey. If you are familiar with The Study at Loyola, it provides tutoring service. There is no need/mandate to get to know the tutor; that part is optional. Looking at our service at Cristo Rey, it is a predominantly tutor-based program. How do we build relationships with our students, and get to know them deeper than just the academic realm? Do you find that the student's need for academic assistance blocks the chance to build relationships deeper than just the assignment? In a sense, are the students over-dependent on our service at CRJ, and, to some degree, need us to get through the quarter, semester, etc.?
Examining the definition of social justice, the full and equal participation of both groups (the one's providing service and the one's desiring service) such that there is a mutual cooperation and design of what justice looks like. Are we abiding by that definition when we mentor? Besides comfort that we are helping out, what are we receiving from service? While we are fulfilling a need from the partner, isn't that just a savior-complex in disguise?
For students to rely on us, rather than seek empowerment from themselves, might be considered problematic. Give a bit of insight to this via comment.
Examining the definition of social justice, the full and equal participation of both groups (the one's providing service and the one's desiring service) such that there is a mutual cooperation and design of what justice looks like. Are we abiding by that definition when we mentor? Besides comfort that we are helping out, what are we receiving from service? While we are fulfilling a need from the partner, isn't that just a savior-complex in disguise?
For students to rely on us, rather than seek empowerment from themselves, might be considered problematic. Give a bit of insight to this via comment.