Instructors, students, and community partners often live in separate “discourse communities.” The authors conducted a study to investigate the issues at stake in the relationships among those three primary players in service-learning. Analysis of interviews with student-participants in service-learning yielded four primary dimensions of those relationships: Control, Involvement, Preparation, and Oversight. These were advanced as the beginning of a common language for bridging the disconnect among those separate discourse communities. Role theory was used as a context for the results and to frame remedies in terms of role boundary expansion. The authors offered practical suggestions to practitioners as well as directions for future research.
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