| Abstract: | Abstract This article considers the arguments being advanced in the USA for an expansion of academic programmes incorporating service‐learning, in which students undertake, as part of their studies, community service, and engage in academic activities designed to provide a context for reflection on their experience in doing so. Three arguments are usually advanced for this: the merits of experiential education, the value of service‐learning in education for citizenship, and its significance in promoting a sense of ‘community’. Some examples are given and the issues raised by these programmes are explored briefly. It is suggested that geography could profit from incorporating elements of service‐learning in order to enhance its treatment of moral and political issues. |
