responsible citizen, the participatory citizen, or the
social reformer; (2) connect more substantively to
related research in the disciplines; and (3) examine
the civic mission of institutions of higher education.
These foci provide an opportunity to engage scholars in both education and various disciplines.
Furthermore, these areas of inquiry would broaden
the focus of service-learning research, moving it
away from questions of whether service-learning
"works" and toward richer conceptualizations of service, of learning, of citizenship, and of the relationship between them.
In a nation increasingly obsessed with standardized measures of academic success and economic
outcomes, the challenges for those who believe in
the democratic purposes of schooling are substantial. Research on service-learning - and specifically on the relationship between citizenship and service experiences - can provide support. It can
focus our attention on democratic ideals and on
strategies for supporting the development of
informed, thoughtful, and active citizens.
Notes
The authors would like to thank Sherril Gelmon,
Dwight Giles, Jeffrey Howard, Joan Scott, Joe
McDonald, and one external reviewer for thoughtful
feedback on an earlier draft of this article.
1 There are exceptions. See, for example, Keith
Morton (1995) and Gerri Perreault (1997). Morton
argues that there are distinct models for community service including "charity," "project," and "social change"
and that these models each have their own logic,
strengths, and limitations. Similarly, Perreault compares
three approaches to service: charity, service learning, and
citizen leader.
2 These survey questions are from the Search
Institute's National Learning Through Service survey
scale on "Personal and Social Responsibility" (which
was adapted from Conrad and Hedin's scale).
3 This can be seen, for example, in the call of Campus
Compact and its organization of college presidents for
universities to "reclaim" their social mission; see also
Harkavy's argument (1996).
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