This chapter explores the origins and changing nomenclature for service learning, highlighting some of the differences in approach, particularly between South Africa and the United States from where the concept originated. The chapter outlines some key themes, pedagogical, theoretical and methodological perspectives across the literature, and critiques concerning the perceived rhetoric and reality of ′doing′ service learning. It concludes with a reflection on how the capabilities approach might contribute to a curriculum for service learning. As an introduction I explain my own initiation into this aspect of community engagement.
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↑ https://link.springer.com/chapter/10.1007/978-3-319-56163-9_4