Re-visioning+service+learning+-+Value+analysis+and+invitational+rhetoric

**Re-visioning service learning: Value analysis and invitational rhetoric** Christina Hicks-Goldston, Assistant Professor, Austin Peay State University [hicksgoldstonc@apsu.edu]



**Keywords**: Common core curriculum, social-collaborative framework, community building, invitational rhetoric, empowering citizenry

**Track**: Theoretical or conceptual frameworks to advance research

**Format**: Research paper

**Date & time:** Friday 3:20-4:30 **Location:** Salon 10

**Summary:** In order to re-position Service Learning as a necessary educational tool, this research proposes two initiatives: (1) Foster the idea of Service-Learning as citizenship/community building by embedding the Service-Learning experience with cultural values; and (2) Apply Invitational Rhetoric, encouraging students and parents to view Service-Learning as something other than imposed servitude or social consciousness for a grade.

This proposal argues for attaching three cultural value systems (Puritan-Pioneer, Collectivist, and Personal Success) to Service-Learning projects at the elementary, secondary, and higher education levels, as well as re- positioning Service-Learning by re-visioning the idea of “service” as it relates to the academic experience. Invitational Rhetoric frames Service-Learning as an opportunity for developing citizenship and personal awareness while acquiring necessary life skills. The result is a re-positioned educational model in which Service-Learning is present at every educational level, and projects reflect/reinforce embedded cultural codes. Invitational rhetoric allows for expanding the view of community service beyond volunteerism or imposed behavior as a result of some legal infraction.

**References**: Eyler, J. (2002). Reflection: Linking service and learning – linking students and communities. //Journal of Social Issues 58// (3), 517–534.

Foss, S. K. & Griffin, C. L. (1995). Beyond persuasion: A proposal for an invitational rhetoric. //Communication Monographs 62//, 2-18.

Hunter, S. & Brisbin, Jr., R. A. (2000). The impact of service learning on democratic and civic values. //Political Science and Politics,// 623-626.

Jones, S. R. & Abes, E. S. (2004). Enduring influences of service-learning on college students’ identity development. //Journal of College Student Development 45// (2), 149-166.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Moely, B. E., McFarland, M., Miron, D., Mercer, S., & Ilustre, V. (2002). Changes in college students’ attitudes and intentions for civic involvement as a function of service-learning experiences. //Michigan Journal of Community Service Learning,// Fall, 18-26.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Morgan, W. & Streb, M. (2001). Building citizenship: How student voice in service-learning develops civic values. //Social Science Quarterly, 82// (1), 154-169.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Papanastasiou, C. & Koutselini, M. (2004). Developmental model of democratic values and attitudes toward social actions. //International Journal of Educational Research, 39//, 539-549.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Saltmarsh, J. (2005). The civic promise of service learning. //Liberal Education//, Spring, 50-55.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Sedlack, C. A., Doheny, M. O., Panthofer, N., & Anaya, E. ( 2003). Critical thinking in students’ service-learning experiences. //College Teaching 51// (3), 99-103.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Sillars, M. O. & Gronbeck, B. E. (2001). Value analysis. In //Communication Criticism: Rhetoric, Social codes, cultural studies// (pp. 185-209). Prospect Heights, IL: Waveland Press, Inc.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 140%;">Strange, A. (2004). Long-term academic benefits o﻿f service-learning: When and where do they manifest themselves? //College Student Journal,// 257-261.

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