Janice McMillan

What happens when the university meets the community? Service learning, boundary work and boundary workers

This article explores service learning via the lens of activity theory. Through this lens, it is identified as a form of ‘boundary work’ in higher education, with educators identified as ‘boundary workers’. Drawing on the data from a recent study, this paper analyses service learning as an often contradictory and tension-filled practice. The ‘expanded community’ and ‘dual but interrelated object’ in the service learning activity system result in many tensions for students and community members alike. This in turn poses significant challenges for boundary workers, and ultimately for the university. The paper concludes by arguing that in order to encourage and value service learning, we need to acknowledge the (new and different) knowledge, values and skills required for playing the role of boundary worker in (boundary) practices such as this.

“[We] have to be … interpreters to negotiate” : service learning and boundary workers

Drawing on qualitative case study research of two service learning courses, this paper uses the framework of activity theory to present service learning as an activity system and form of ‘boundary work’ in higher education. To view service learning as an activity system requires one to locate the analysis in the ‘boundary zone’ at the nexus of the university and community, and to explore the roles of various actors in the system. In particular the paper argues that the role of the service learning educator needs to be explored and made visible. Using activity theory, the experiences of two educators’ playing the role of ‘boundary worker’ are explored. What activity theory makes clear is that this role is intimately tied up with issues of identity, authority and knowledge. Going forward it would be useful to explore activity theory as a framework in service learning curriculum and professional development of educators.

Educating for Global Leadership: A North–South Collaboration

This chapter examines two global education programs in higher education, one in the global North and the other in the global South to explore the shift from command to community in leadership.