Service-Learning as a Critical Pedagogy

Abstract

The previous chapter explored various avenues of existing theories populated with the ideas of significant individuals. Ultimately, this led to a theoretical paradigm for service-learning, however, it is not an exhaustive list of potential influences on, or explanations of, service-learning. Indeed, this chapter ventures further afield to embrace an argument for service-learning as a critical pedagogy. Therefore, it proposes that a theoretical paradigm for service-learning may also include critical theory. This perspective resonates with Mitchell (2008) who defines two models of service-learning, that is, the ‘traditional’ and the ‘critical’ model. The aim of the latter model is explicitly for social justice, implying that students will actively contribute to soc ial change as a result of pa rticipating in service-learning. Taking a critical perspective of this model, however, there is an underlying assumption that students’ action for the ‘common good’ cannot be manifested through the ‘traditional’ model of service-learning. A problem with differentiating between these two approaches to service-learning suggests that the ‘critical’ model has an explicit agenda that goes beyond higher educational requirements. For assessment purposes, for example, it would not necessarily be feasible for students to be able to meet the intended learning outcomes of such a model.