Changing Places: Theorizing Space and Power Dynamics in Service-Learning

  • Caroline Clark
  • Morris Young


This chapter reflects our long history as collaborators around issues of service-learning and literacy. That history, beginning as co-teachers of an undergraduate service-learning course at the University of Michigan in 1995, has since moved with us across time and institutional contexts into new spaces, places, and understandings of service-learning. Our interest, in this chapter, takes up these issues of time, space, and place, and considers how our theorizing of service-learning has broadened and changed over time. In it, we discuss predominate ways of conceptualizing and theorizing service in undergraduate contexts; our work across service-learning courses and sites; and new possibilities for understanding service-learning in relation to space.




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© Dan W. Butin 2005

Authors and Affiliations

  • Caroline Clark
  • Morris Young

There are no affiliations available

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