Note: While the title of the essay is "Community-Service Pedagogy", the author shifts the essay to a discussion about "service learning".
Un-theorized Theory – According to the author (Laura Julier), service learning is presently un-theorized. Without a strong supporting theory, service learning is open to criticisms about its rigor as an academic endeavor. It is also described as un-owned or not belonging to a particular discipline within the academy which leads to its attachment to various (mostly) social science disciplines. Given this, there is a call for it to find a home within a discipline and a push for its advocates to examine its practices and the content of their courses.
Linking Service Learning and Composition - The argument is made that service learning in the community is just the place for students to study writing and discourse. Writing within a community organization can help students develop their understanding of audience and purpose. Successful service learning experiences must be aligned not only with community need but with clearly articulated course goals. It is important that critical reflection processes such as journaling be built into the service learning plan. Assessment and evaluation are also important parts of the plan and must be based on the learning itself and not the actual service. In addition, students must learn about the audiences for whom they write and their supporting agencies. This is accomplished by including research about the agency and its purpose, class discussions and writing in response to those discussions in the curriculum. It is suggested that students be given the opportunity to select from a variety of service learning opportunities.
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