NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ845994
Record Type: Journal
Publication Date: 2009-Jun
Pages: 24
Abstractor: ERIC
Reference Count: 24
ISSN: ISSN-0010-096X
Chaos Is the Poetry: From Outcomes to Inquiry in Service-Learning Pedagogy
Stenberg, Shari J.; Whealy, Darby Arant
College Composition and Communication, v60 n4 p683-706 Jun 2009
This article argues for approaching pedagogical outcomes as ends-in-view that guide, but do not determine or limit, pedagogical possibilities. In this article, the authors draw from their experience in a senior-level, interdisciplinary service-learning course called Literacy and Community to demonstrate that the moments of conflict generated by service-learning pedagogy are as, or even more, rich with learning potential as are the oft-promised outcomes. Ultimately, they contend that "excellence" in service-learning-based writing courses, and the scholarship that investigates them, require that one retains a consciousness of discord that accompanies service-learning, lest it become another streamlined, institutionally sanctioned pedagogical technique that tidily positions students to produce a certain kind of written product or to occupy a prescribed identity. (Contains 1 note.)
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A