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The emergence of service-learning pedagogies in Canada has received a va- riety of critical responses. Some regard service-learning as a public relations effort of universities and colleges; others see it as a countermovement to aca - demic corporatization; still others consider it part of a wider cultural project to produce self-responsible and socially responsible, enterprising citizens. In this article, we argue that each type of response rests on a different critique of the neo-liberal context of post-secondary education; these critiques, in turn, stem from different conceptions of neo-liberalism: as policy, ideology, or gov - ernance (Larner, 2000). Rather than attempt to resolve contradictions among these conceptualizations, we address them as a framework for understanding divergent responses to service-learning. We illustrate the framework with the example of a high-enrolment undergraduate course, and we call for future re - search and educative engagement with the politics of post-secondary service- learning that is informed by a multi-faceted analysis of neo-liberalism. Resume L’emergence au Canada de la pedagogie d’apprentissage par le service communautaire a suscite une grande variete de reactions. Certains y voient une operation de relations publiques de la part des universites et des colleges, d’autres un mouvement a l’encontre du corporatisme academique, d’autres encore un volet d’un vaste projet culturel ayant pour but de former des citoyens entreprenants, et responsables envers eux-memes et la societe. Dans cet article, nous avancons que chacune de ces reactions repose sur une critique particuliere du contexte neoliberal de la formation postsecondaire,  decoulant elle-meme de conceptions diverses du neoliberalisme : comme politique, comme ideologie ou comme gouvernance (Larner, 2000). Plutot que de tenter de resoudre les contradictions qui opposent ces concepts, nous en faisons le cadre qui permet de mieux comprendre les reactions divergentes face a l’apprentissage par le service communautaire. Nous illustrons ce cadre en donnant l’exemple d’un cours populaire du premier cycle, puis soulignons le besoin d’entreprendre des recherches et d’etayer, par une analyse du neoliberalisme a multiples facettes, la politique de l’apprentissage postsecondaire par le service communautaire.

Is Service-Learning the Kind Face of the Neo-Liberal University?