Reflections: A Journal of Community-Engaged Writing and Rhetoric Sep 2009 Open Access

Toiling in 'the land of dreamy scenes': Time, Space, and Service-Learning Pedagogy

Joe Letter ; Judith Kemerait Livingston

Abstract

This essay examines Katrina's impact on service-learning pedagogy, in particular how the instability of the storm's aftermath has generated alternate approaches to service project planning and implementation. Tulane's mandatory service-learning requirement following Katrina led the authors to develop a joint project at New Orleans City Park, which combined five sections of writing students who worked clearing storm debris. The weekly movement from an idealized campus space through devastated areas of the city and park served as the basis for two complementary pedagogical approaches, one treating Katrina's disruption of space; the other treating the storm's disruption of time.

Journal
Reflections: A Journal of Community-Engaged Writing and Rhetoric
Published
2009-09-01
DOI
10.59236/rjv9i1pp74-102
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Topics
writing pedagogy service learning
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References (14) · 1 in this index

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