This thesis explores the nature of service learning projects that are structured to make interventions in rhetorical spheres and seek to achieve social change on a smaller scale rather striving for grander, or even systemic, change. In structuring community projects that include inherently limited interventions and equally limited goals, I argue that such projects should be open to immediate adjustments within themselves –to abandon any particular form or goal—to satisfy the immediate needs of the individuals served. I draw upon my work with a reintegration program for ex-offenders in Richmond, Virginia called Working with Conviction to help demonstrate that service learning constituents who create community projects need to be acutely attuned to the temporal and spatial constraints of any project, the ideological commitments of the relevant community, and the various locations of agency that can be affirmed and explored regarding the individuals served.
| Identifer | oai:union.ndltd.org:vcu.edu/oai:scholarscompass.vcu.edu:etd-3420 |
| Date | 22 April 2011 |
| Creators | Cales, Ryan |
| Publisher | VCU Scholars Compass |
| Source Sets | Virginia Commonwealth University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | © The Author |
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