A significant number of community service-learning projects in higher education involve the teaching or tutoring of immigrants in English. As in related service-learning scholarship, these projects are commonly informed by perspectives on cultural difference, social justice, and power relations in U.S. society. Yet while faculty pair their…

Although a vibrant literature on the social justice advantages of writing service-learning programs has existed for many years, the focus has tended to be on specific projects and courses, often accompanied by an understandable suspicion that entrenched institutions like universities have interests inimical to radical social change. As a result,…

This essay advances a way of thinking about assessment that envelops both process and outcome. We assert that learning in community service learning and the assessment thereof might fruitfully be considered in communication with others (the students, constituents from the community, instructors, etc.). Concepts central to a social approach to…

Describes discussions of race, particularly whiteness, in a service learning class. Argues that teaching the implications of white privilege is crucial in service learning courses, particularly when most of the students are white and most of those being served are of color. Considers the ethical implications of race in service learning. (EV)

Asserts that many service learning projects are rife with disablism, a set of assumptions and practices that promote the differential or unequal treatment of people because of actual or presumed disabilities. Discusses four common images about people with disabilities that may guide selection of service projects for them. Offers suggestions to…

Asserts that by stressing the humanities' importance to individual and societal health and well-being, service learning can provide opportunities to serve arts organizations and other humanistic institutions of learning. Suggests that such experiences will better ensure the development of life-long learning habits and humanistic citizenship. (EV)

Relates Carol Gilligan's two perspectives on moral reasoning (care and justice) to discussions in service learning circles concerning the relationship between charity and social change as orientations of service and service-learning and to the nature of "self." The discussion informs the questions of what constitutes "mature" service and of how to…

Describes how the theory and practice of situated learning provide a model for examining the learning claims of service learning and for research into its effectiveness. While service learning emphasizes the nature of service and students' engagement with communities outside school, situated learning focuses on the nature of the learning in…

Describes an externally funded program that enabled twelve urban elementary schools to expand community outreach by hiring community residents and a program coordinator who worked with service agencies and teachers to develop a wide variety of activities catering to students and neighborhood members. One school's program is profiled. (Author/MSE)

Argues that service-learning practitioners have much to learn from previous struggles within higher education, particularly the history of extension programs during the progressive era (1908 to 1910). In view of this history, it is proposed that service-learning programs will have a difficult time in their current efforts to convert universities…

John Dewey's writing is explicit concerning the moral responsibilities of education in democracy. These moral dimensions provide a framework for identifying characteristics of good undergraduate education consistent with recent reports and the pedagogy of service learning. Articulation of these characteristics supports the value of service…

Responds to the argument that service-learning must be supported by a theory of knowledge--antifoundational pragmatism--holding that this characterization of the pragmatist model retains the dualism seen as a fault of traditional epistemology. Suggests a remedy, and then extends the original argument by setting more restrictive limits on the range…

Identifies five specific areas in which John Dewey's writings contribute to service-learning: linking education to experience; democratic community; social service; reflective inquiry; and education for social transformation. Argues that these contributions form the basis of a cultural and political critique and reconceptualized pedagogy aimed at…

Argues that higher education's traditional "closed" communities contrast sharply with democratic progressive ones that are more inclusive, empowering, and diverse. Drawing on feminism and postmodernism, demonstrates why service-learning is well suited to connect relational, experiential, and constructive epistemologies with democratic progressive…

Service-learning has drawn largely on a few major theorists for theoretical support. Additional theoretical perspectives drawn from cognitive psychology and social theory can also contribute, including constructs of concept formation, selective perception, categorization, critical reflection, and mediated learning. Each of these helps to explain…