ABSTRACT
This chapter examines ways that the lecturing model is the same as, with the complicity, or at least, insufficient resistance, the conceptual model used in the standard vision of public scholarship. It looks at the way this approach to public scholarship presumes an inside/outside dichotomy between the university community and the nonuniversity community, so researchers come to think of the university as “a bubble.” The chapter describes an effort that they undertook to encourage campus conversation about what service learning ought to mean and how it might occur on campuses of higher education. It explores engaged scholarship, informed and inspired by the experience with students on the campus and as scholars of political philosophy and the scholarship of teaching and learning. Ironically, public scholarship, to the extent that it reproduces the “expert dissemination of knowledge” structure, tends to employ pedagogical approaches that many scholars of teaching and learning are explicitly committed to working against within the classroom.
