Practice what you preach: reflections on a critical service learning program in Stellenbosch, South Africa

Service learning has been rightly lauded for its potential to enhance various student learning outcomes. However, concentrating exclusively on the student side of the relationship obscures the voice of the communities whom we are ostensibly serving. While the potential for service learning to support communities (in addition to students) has been recognized, this is not always the case. There is the growing recognition that educators who use the service learning model must be careful not to perpetuate, and in some cases contribute to, inequalities in the global system. A different approach with much potential is that of ‘critical service learning’. This paper is a critical reflective engagement with my experiences of applying the ‘critical service learning’ approach to a transdisciplinary development education module offered to international students attending Stellenbosch University. It considers practical and system constraints, and includes commentary by students and community partners. It aims to stimulate new ways of thinking about, and practicing, service learning.