Chapter 3: Critical Discourse Analysis of Service-Learning Perspectives and Models: Transforming Teacher Education

This chapter presents critical discourse analysis (CDA) of service-learning perspectives and models building on the theoretical dispositions and practices of teacher education faculty at National Louis University. Grounded in Bourdieu’s social theory, the Service-Learning Habitus (SLH) model previously considered for conceptualizing our teacher education practice finds its new expression in SLH² in which Foucault’s discourse of heterotopia becomes instrumental in positioning service-learning as a real transformative pedagogy. Selected testimonials of our teacher candidates illuminate the generative potential of SLH².