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Service Learning in America
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Journal Article
Service Learning in America
2020
Overview
Eleventh-grade student Alanny Alvarez makes a salad at the salad bar in the cafeteria at Capital City Public Charter School in Washington, D.C. In 2018, after 11th graders at the Capital City Public Charter School in Washington, D.C., researched the “food deserts” plaguing many neighborhoods in their city, they began pressing their cafeteria contractor to make a change: they wanted a salad bar in their school, not just for students but for faculty and staff as well. The company complied, at first offering the salad bar just two days a week, but eventually providing it on every school day. This small piece of successful activism aptly illustrates what has happened to service learning, the nearly 40-year-old educational strategy that mixes academics and volunteerism—at times compelled volunteerism. The idea has undergone many permutations, but scholars say it has never been given its due—either by educators or by those who appropriate funds. Today it lives on in an unusual form that rethinks the relationship between academics and service, calling upon students to pose questions about a community problem, research the answers, and devise a fix.
