First, it would be appropriate to carry on analysing the discriminant validity of the SJCS. In this respect, and as highlighted in recent research (Berg, Wrzesniewski, & Dutton, 2010; Berg, Dutton, & Wrzesniewski, 2013; Nielsen & Abildgaard, 2012), it is cr ucial to get a more in-depth understanding of how job crafting and its four dimensions can lead to the materialisation of development opportunities for different groups of employees.
And third, further analysis of the validity of the SJCS criteria will need to be performed.
Once SJCs and SLCE practitioners are communicating and collaborating, pilot projects can be pursued and partnership agreements drafted around the priorities of social justice movements and the marginalized communities leading them.
In light of these concerns we believe that SLCE may be more successful at accomplishing goals related to social justice if it were decentralized from the collegiate context and re-centered within SJCs. If social justice, which includes an honest attempt to redistribute power and resources toward a fairer community and world, is the desired, end and if such power redistribution is to be integrated within the SLCE process, how might the role of the academy be shifted to make way for and, indeed, foster this change?
Campus units such as our Office of Student Leadership and Service can develop and use intentional practices in attempts to de-center the institution and align our work with SJCs. Operating under the Dean of Students' purview, our SLS office organizes co-curricular service-learning projects and programs; we believe much of our proposal is equally relevant to curricular service-learning.
Practitioners and other stakeholders who seek to align their SLCE practice with SJCs must struggle against both the dominant culture at most institutions and the prevailing tradition of status-blind or student-centered SLCE that is primarily, if not exclusively, concerned with student learning outcomes.
While working with community-centered programs may move our SLCE efforts closer to social justice goals, it is necessary to acknowledge that the success of such engagement depends on partnering with organizations that SJCs deem legitimate.
Our stated aim is to engage social justice in a true sense, with SJCs identifying projects and outcomes based on community interests and critical equity serving as the lens through which power in relationships is constantly assessed.
For instance, law schools often have faculty, clinics, and students providing vital information to SJC leaders about legal concerns related to doing social justice work.