Competing conceptual models of service-learning: Butin's four perspectives and Mitchell's traditional/critical distinction¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper reviews two framings of CSL's conceptual diversity. Butin presents four models of community engagement—technical, cultural, political, and antifoundational—ranging from efficiency and sustainability concerns to the premise that truths are local, contingent, and intersubjective. Mitchell identifies traditional service-learning, emphasizing service without attention to systems of inequality, versus a critical approach aiming to dismantle structures of injustice.

Design Implications¶

Context¶

Requirements¶

• Distinguishing these models requires attention to the diverse ways CSL has been framed conceptually and the implications of those approaches

Constraints¶

• The paper raises these models as open questions about framing rather than endorsing one; it suggests CHAT's diversity may help CSL move beyond the dichotomous traditional/critical labels

Target Learners¶

• higher education students
• instructors designing CSL courses

Target Learning Objectives¶

• framing service-learning programs conceptually
• balancing service and learning aims

Claims¶

Related Theories¶

• Mitchell's critical service-learning framework: redistribution of power, social change, and authentic relationships
• Critical Pedagogy Model of Civic Competence through Service-Learning

Examples¶

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Key Sources¶

• Taylor, A. (2014). Community service-learning and cultural-historical activity theory. Canadian Journal of Higher Education, 44(1). https://journals.sfu.ca/cjhe/index.php/cjhe