ABSTRACT
This chapter explains what the word dilemma means and why it is used to indicate a particular kind of pedagogical and political challenge. It describes why teaching in general and service-learning in particular are inherently political and how the inherently political nature of teaching and service-learning creates dilemmas for educators and students. The chapter describes dilemmas as framing a vital and productive part of the process of teaching and learning for political engagement through service-learning. Teachers are capable problem solvers, but some problems of classroom life are not so easily resolved. Service-learning is seen as a way to motivate students, meet community needs, and make the content of college courses relevant to the world beyond campus. Service-learning in any discipline can be a vehicle for political learning. Students should not only understand how others frame and reframe political issues, they should gain practice in the framing and reframing process themselves.
