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This article discusses a final writing assignment for â€œCulturally Responsive Service Learning,â€ a course taught during a four-week experiential education program in rural Fiji. This elective course was situated in an undergraduate teacher preparation program but included students from a wide variety of disciplines and majors. This article discusses the theoretical and cultural framework for the assignment, the pedagogical decisions that led to the final paper, the process of sharing the assignment with the community through a public event, the limitations of using a storytelling framework from another culture, and suggestions for future adaptations. In alignment with the topic, the author uses two different voices to interweave personal storytelling with academic research. The article opens and closes with vignettes that demonstrate how the class arrived at new levels of critical consciousness through engagement with the readings and learning from Indigenous community partners. The body of this article is written in a traditional academic format. Storied vignettes are italicized for clarity.
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