Service Learning as a Foundation to Advance Socially-Just Scholarship

Service Learning as a Foundation to Advance Socially-Just Scholarship

Rabia Hos
Copyright: © 2023 |Pages: 10
DOI: 10.4018/978-1-6684-6533-2.ch001
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Abstract

What exactly is service learning (SL)? Is it a pedagogy? A philosophy? A practice? What is its potential for change? Can it change someone's perspective? Can it be transformative? Who benefits from SL? What are the limitations and potentials of SL? Can it be sustained? This chapter examines these questions, lays the foundation for conceptualizing what SL is (and is not), and provides the groundwork for the rest of the book. This chapter will focus on (1) the general and our co-constructed definition of SL, (2) the contribution of SL to faculty and graduate students' scholarly identities, and (3) lessons learned from the experiences of SL with graduate students and the implications for other programs.
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Definition Of Service Learning

There is no single definition of SL. From this obvious point, we begin with an overview of the foundations of SL in higher education institutions. In doing so, we can see how the traditional theories and practices of SL are limited in a range of ways, including in terms of efficacy and sustainability. Therefore, it is important to rethink the definition of SL to imagine its potential to transform the work of graduate students into becoming learners, teachers, and scholars.

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