AbstractIn this chapter, we extend our previous work and research at the intersection of
language education and service-learning to analyze the institutional discourses
that describe community-based service-learning (CBSL) partnerships. Employing
multimodal discourse analytical tools, we document how three texts produced at
different points in time and disseminated through different media contribute to
an overall narrative that favorably weighs the contributions of university actors in
relation to community partners. Our findings highlight the ways in which the language
of service-learning and community-based learning can be problematic in
achieving desired reciprocity. A major implication of these findings entails developing
an alternative vocabulary and discourse through which university students,
administrators, program coordinators, community partners, and faculty describe
their community involvement forming conscious strategies for ethical practice; in
the conclusion of this chapter, we demonstrate a way forward.
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