Reconceptualizing Service‐Learning in Higher Education

Abstract

Given the shifting higher education landscape, academic institutions are increasingly embracing service‐learning (S‐L) as an effective pedagogical practice to improve academic and civic engagement and retention. Although supporters value the integration of service, instruction, and reflection, or S‐L, in the curriculum to deepen intercultural awareness, civic attitudes, and personal and social skill development while balancing community‐identified needs and academic objectives, poorly designed community–university initiatives can perpetuate inequality and stereotypes and weaken community ties and learning outcomes. This entry surveys literature to describe the characteristics, benefits, limitations, models, and best practices for community‐engaged inquiry and pedagogy. Infusing a participatory digital visual S‐L framework in the curriculum can counter the mainstream banking education model and deficit discourses about sociocultural, racial, and linguistic diversity by recognizing the community as a knowledge source and promoting belonging and social justice through multimodal resources and alternative worldviews.