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ERIC Number: EJ1167128
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: ERIC
ISSN: ISSN-1076-0180
Why "Where" Matters: Exploring the Role of Space in Service-Learning
Bailey, Megan Snider
Michigan Journal of Community Service Learning, v24 n1 p38-48 Fall 2017
This article represents the culmination of a two-year qualitative case study concerning how 33 students in a service-learning course understood poverty as they prepared taxes for low-income families through the IRS's Volunteer Income Tax Assistance program. Because the tax site communities are seen as community partners in their own right, this research takes up Clark & Young's (2005) and Siemers, Harrison, Clayton, & Stanley's (2015) call to attend to the spatial effects of service-learning. It finds that the "where" of service-learning matters as deeply as the "what" given that service placements--particularly in hometowns or college communities--cause students to interact in the spaces served in new ways. Service-learning encourages an unpacking of the ways that inequalities are mapped onto particular spaces (e.g., "ghettos," "safe neighborhoods," etc.). By attending to conceptualizations of communities, service-learning helps students tease out spatial inequities and power structures at work in those communities.
Edward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Grant or Contract Numbers: N/A