ABSTRACT
Service-learning is a pedagogical approach that repositions the space and site of learning from the academy to the community, where issues, realities, and variables are shaped, influenced, and activated by real-world values, issues, constraints, and opportunities (EBSC, 2010). It involves not only collaborative learning between community and academic partners but also reciprocity between these actors and critical reflection on service undertaken (Angotti, Doble, & Horrigan, 2011). This is especially true in urban planning, a field that has long struggled against a tendency to undertake service without addressing the deeply ingrained issues of race, class, and social justice. Giles and Eyler (1994); Eyler, Giles and Schmiede (1996); and Eyler and Giles (1999), among others led the early research in service-learning, outline five Cs as a framework for the service-learning pedagogy: connection, context, challenge, coaching, and continuity.
