Community Service-Learning in the Social Studies: Historical Roots, Empirical Evidence, Critical Issues

Abstract

How are social studies educators to prepare future citizens for living in a society fraught with social, environmental, and economic problems? We propose that community service-learning—the integration of service with academic skills and content—holds promise for enhancing students' future involvement in the social and political life of their communities. We discuss the historical roots of service in social studies education and offer a critical analysts of the empirical evidence on student outcomes in K-12 service-learning programs. The discussion of critical issues centers on differing views of citizenship and the complexities of service and social action. We conclude with recommendations for further research on service-learning programs.