Sacred and Profane: Theorising Knowledge Reproduction Processes in a Service-Learning Curriculum, (The)

This chapter reflects an attempt to develop a theoretical framework to understand and analyze the relationship between academic and everyday knowledge in the context of undergraduate service-learning curricula in higher education. One of the challenges of service-learning is that in engagement with communities, students and the university come into contact and develop relationships with members of communities. These relationships between knowledge discourses have had little (if any) mention in the literature on research in the field. Drawing largely on studies in the sociology of education, the main focus of this chapter is the development of a conceptual framework which can point to ways in which such relationships can be explored.