Introduction

Service-learning pedagogy can be used to foster a deeper understanding of self and community. In fact, when thinking about community inquiry, the pedagogy is perfectly suited for such work, as it is a pedagogy that is rooted in the community. In this section, the authors expand our understanding around aspects of community-engaged work that advances both community stakeholder objectives as well as learning objectives. The authors are resolute in their desire to ensure that full consideration is given to reciprocity, as such critical analysis is crucial to ensure that the pedagogy of practice is in line with the aspirations of the pedagogy. In other words, critical work is necessary to ensure that we do not allow the branding of the pedagogy to become the ends, as the means insist that critical inquiry accompany the work in order to ensure that there are ongoing advances.