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ERIC Number: EJ1065160
Record Type: Journal
Publication Date: 2003
Pages: 19
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0161-4681
Of What Use Is It? Multiple Conceptualizations of Service Learning within Education
Butin, Dan
Teachers College Record, v105 n9 p1674-1692 2003
Service learning has become a prominent feature of the K-16 educational landscape. Service learning is seen to enhance student outcomes, foster a more active citizenry, promote a "scholarship of engagement" among teachers and institutions, support a more equitable society, and reconnect K-16 schools with their local communities. Yet despite (or perhaps because of) the recent proliferation and expansion of service-learning theory and practice, there is a troubling ambiguity concerning even basic principles and goals in the service-learning literature. This article attempts to clarify service-learning practice and theory by offering four distinct conceptualizations of service learning: technical, cultural, political, and poststructuralist. In so doing, it hopes to accomplish two goals: first, to clarify the assumptions of and implications for service learning within each perspective; second, to suggest that the dissonance and synthesis across multiple perspectives offers a means of reframing some of the most vexing problems within service-learning theory and practice. Specifically, this article focuses on the limited community impact of service learning, the limited empirical evidence for defining and articulating best practices that lead to meaningful and sustained student outcomes, and the difficulty of rigorous and authentic assessment of service-learning outcomes. The article offers a means, through multiple perspectives, of reframing and dealing with such issues.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A