My question comes from Chapter 5 "Negotiating Subject Positions in A Service-Learning Context: Toward a Feminist Critique of Experiential Learning" by Tamara Williams and Erin McKenna.
They speak closely about the challenges that educators face when implementing a service-learning component to teaching and learning as well as the transformative power it has on students. One of the discussions the authors have in the book relates to two questions: 1.) Is their a time or how do we know that we are prepared for service-learning in our classrooms or seminars? and; 2.) "does one try to grade the quality of the service or the process of reflection?"(p. 139). These are just some questions that are important to consider and I hope we are able to discuss.
See you all in class!