Social justice advocacy in the classroom through service-learning in public relations: welcoming students with legal refugee status

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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.
Original languageEnglish
Pages (from-to)30-42
Number of pages13
JournalJournal of Advertising and Public Relations
Volume4
Issue number1
DOIs
Publication statusPublished - 31 Jul 2024

Keywords

  • Service-learning
  • Social justice
  • Advocacy
  • Public relations

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