From Community Service to Critical Inquiry: Redesigning Service-Learning at The STEAD School

Service-learning projects in School-Based Agricultural Education (SBAE) often emphasize task completion over the critical examination of systemic inequities. This project examined the current state of service-learning at The STEAD School, a project-based agricultural high school in Colorado, to identify the conditions necessary for implementing a critical service-learning model aligned with the school’s mission of developing “lifelong learners, thinkers, creators, and activists.” A multi-method needs assessment was conducted through semi-structured interviews with four guides and four students, along with a survey of 68 stakeholders. Interview data were analyzed using Braun and Clarke’s (2006) thematic analysis framework, while survey data were analyzed using descriptive statistics. The conceptual framework drew on Paulo Freire’s principles of critical pedagogy to propose a Freirean-adapted version of the National FFA Service Planning Guide. Five themes emerged: (1) Current Practices Lack Depth and Structure, (2) Purposeful Integration is Inconsistent but Desired, (3) Systemic Challenges Impede Impact, (4) Student Agency is Central to Engagement, and (5) Transformative Potential Exists When Framed Intentionally. Survey results indicated that while 85% of respondents had participated in service learning, only 19% rated it “very effective.” The analysis identified five conditions necessary for effective service-learning: a shared schoolwide framework, purposeful curricular integration, student voice and co-creation, structured reflection, and reciprocal community partnerships. This project proposes a Freirean-adapted framework as one approach for establishing these conditions through four stages: Investigate, Plan, Serve, and Evaluate. While requiring future implementation and evaluation, this project contributes to a practical example of how critical pedagogy can inform service-learning within agricultural education.