Invitational Rhetoric and the Case for Service Learning

This research argues for repositioning Service Learning as anecessary part of public education, with the transformative goal of empoweredcommunities operating in a social-collaborative framework from communities dependent onoverburdened state and local government programs and services. Such repositioningdepends on recognition of Service Learning as a means of providing that preparation. To“mainstream” Service Learning, this research proposes two initiatives: (a) Foster theidea of the Service Learning experience as citizenship/community building by associatingthe experience with embedded cultural values and (b) apply Invitational Rhetoric inpersuading students and parents to view Service Learning as something other than imposedservitude or social consciousness for a grade. Service Learning has proven to besuccessful in changing students’ attitudes about their place in society. If ServiceLearning were a part of the common educational core, the potential for repositioning itsvalue to citizenry would be highly expanded. Because many communities lack access toeducation and training for the citizenry, Service Learning could supply that link toempowerment