Abstract
Over the course of the past several years, we have given a good deal of thought to the role that service learning plays in encouraging civic participation and values development. We have found ourselves asking questions about the differences between service learning experiences and diverse forms of political and social activism in which college students tend to become involved. A variety of questions emerge around these concerns: Should educators impose limits on student choice with regard to selecting various projects or activities in conjunction with a service learning course or experience? Are forms of political and social activism associated with social movements considered within the range of possible service learning alternatives? Particularly, to what degree are experiences rooted in challenging particular institutions and/or societal structures included in a vision for service learning?
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