Abstract

Service-learning, or community-based learning, is a pedagogical strategy that reinforces the practice of civic engagement in a way that traditional pedagogical tools cannot. In spite of criticism that community-based learning is not academic enough, studies have demonstrated that students master competencies through practice, reinforcement, and critical reflection. It is important in employing this pedagogy to move beyond the pitfalls of charity and paternalism to work on projects with community partners that are mutually beneficial and are in line with the competencies of students. Building on the liberatory pedagogies of Paulo Freire and Jack Mezirow, the community-based learning pedagogy pushes academia outside of the elitist bubble and facilitates a student encounter with reality, producing a learning opportunity sometimes referred to as cognitive dissonance or conscientizao. As shown through examples on local and international service projects, preparation beforehand, such as student orientation, and critical reflection afterward are key to maximizing of learning potential.