This essay turns to feminist ethnography and postcolonial theory to address how the figure of "the stranger" haunts the project of community service learning. By explicating the immediate and broader relations of power that structure these "strange(r) encounters," we are more likely to produce the kind of agitated pedagogy that creates opportunities for progressive practices and effects.
|Original language||English (US)|
|Number of pages||23|
|Journal||College Composition and Communication|
|State||Published - Feb 2004|
ASJC Scopus subject areas
- Language and Linguistics
- Literature and Literary Theory