Wayward Inventions: He(u)retical Experiments in Theorizing Service-Learning

摘要: Despite the many features common to both endeavors, service-learning has yet embrace, in any consistent way, a practice long familiar those composition studies: importing of literary and critical theory for purpose addressing variety disciplinary institutional ques tions?or, more exactly, introducing other contexts within which we might understand old questions new ways, possibly generate guide our inquiries. This reluctance, if that is right word, may be explainable part by service-learning's overwhelming need attend considerable details involved enacting community-based pedagogies, not mention unavoidable problems arise when teachers are faced with having coordinate requirements their institutions, students, community partners. And yet, think most part, sought its own practices perspectives external practices. Such move, while routine among scholars (witness pages JAC, example), largely absent from current discourse on service-learning.1 We do wish, however, overstate claim. Service-learning recent years, demonstrated it hardly indifferent theoretical concerns. To note but one example, burgeoning literature service learning has, things, reprised earlier debates about founda tions studies?as evidenced lively