Problematic Concepts of Institutionalized Service Learning

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Higher education community engagement, and especially service-learning, seem to be built around the concepts of “learning,” “service,” “community,” and “change.” But these are actually highly problematic ideas. This session will unpack their meanings and show how they can confuse and limit our work.
Randy Stoecker
Professor
University of Wisconsin-Madison
University of Wisconsin-Extension

Published in: Education
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Problematic Concepts of Institutionalized Service Learning

  1. 1. Problematic Concepts of Institutionalized Service Learning Learning:  Experiential  Student-focused  Pragmatist Service:  Charity  Hours  Assimilationist Community:  All encompassing  Exchange-based  Mythical Change:  Devalued  Individualist  Functionalist Institutionalized Service Learning Learning:  CBR  Critical SL Service:  Reciprocity  Project-based Community:  Social capital  Asset-based  Communitarian Change:  Satisfaction study  Outputs Partial Fixes Liberating Service Learning Change:  Sociological imagination  Two types of change  Conflict-based Community:  Constituency-focused  Use value-focused  Outcome goal Service:  Allyship  Community Organization  Knowledge power Learning:  Popular education  Constituency-centered  Participatory Action Research Randy Stoecker (rstoecker@wisc.edu), Upper Midwest Civic Engagement Summit, 2014

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