Abstract
Community service-learning (CSL) research is dominated by discourses of citizenship, self-transformation, and transferable skills, and by methodologies that measure outcomes on such parameters. These approaches often overlook the privilege that authorizes students to know and serve ‘the stranger’ (Himley, 2004). This paper draws on our experiences as teachers, learners, and evaluators of one innovative academic CSL course at the University of Alberta to explore an alternative model: anti-foundational service-learning (Butin, 2008).
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Dorow, S., Wolfe, R., Taylor, A., Trueblood, L., Goebel, M. (2013). ‘The Stranger’ in CSL Pedagogy and Research. In: Shultz, L., Kajner, T. (eds) Engaged Scholarship. Comparative and International Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-290-7_6
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DOI: https://doi.org/10.1007/978-94-6209-290-7_6
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