Toward a New Framework of "Server" and "Served": De(and Re)constructing Reciprocity in Service-learning Pedagogy

This article problemetizes the contemporary view of reciprocity and offers a philosophical foundation for an enriched view based on Dewey's critique of early stimulus-response theory in psychology and his view of democracy. The argument for reconsidering the provider/recipient model of service-learning is placed in the context of collaboration between a university and school serving children 5-9 years old while implementing an after-school tutoring program. The article describes the traditional and enriched models of reciprocity and creates a vision for the future establishment of similar collaborations.