Shifts in Perspective: Capitalizing on the Counter-Normative Nature of Service-Learning

This article explores an important purpose that some scholars in professional programs of study are uti-lizing service-learning to pursue: educating the civic professional by integrating education for work and citizenship. While such a purpose holds promise, an examination of a case study from the field of land-scape architecture illustrates the ways in which its pursuit can be profoundly challenging. As the story reveals, it can require faculty, students, and community members to undergo several fundamental recon-figurations in attitudes, identities, and practices, each of which generates significant resistance. (MJCSL)