Abstract
Service-learning is often framed as a pedagogical perspective and instructional tool that can help “privileged” students gain greater insight into the life experience and perspectives of “others,” namely those “served” in the service-learning arrangement. Central to this positive conception of service-learning is a binary between “privileged server” and “underprivileged recipient” or an “us/them” dichotomy. Recently, this dichotomy has been questioned by some researchers as problematic to a transformative understanding of service-learning (Flower 2002; Hourigan 1998; Novek 2000).
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© 2005 Dan W. Butin
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Henry, S.E. (2005). “I Can Never Turn My Back on That”: Liminality and the Impact of Class on Service-Learning Experience. In: Service-Learning in Higher Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403981042_3
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DOI: https://doi.org/10.1057/9781403981042_3
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-4039-6877-7
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