ABSTRACT
This chapter argues that a similar pedagogical process takes place in the realm of service learning, that of teaching to the discourse. In the Western Eurocentric dominant worldview, service learning curriculum represents the dictates of the institution, which essentially constitutes how and what should be learned and/or taught. Colonizing photography, as conceptualized within the service learning realm, exists as an unexamined and psychologically oppressive practice that is perpetrated upon bicultural communities through the use of photographic/visual means. In service learning curricular and pedagogical practices, faculty and students uphold a racializing logic, much like the historically racializing acts of anthropology that effectively served "Other" particular groups. The chapter ends with a call to push back against epistemicides and for placing bicultural voices at the center of the discourse within service learning practice, in addition to the building of a humanizing pedagogy—one that genuinely nourishes the emancipation of all people.
