Community service

Community service is unpaid work performed by a person or group of people for t he benefit and
bet t erment of t heir communit y wit hout any form of compensat ion.[1] It can be dist inct from
volunt eering, since it is not always performed on a volunt ary basis and may be compulsory. While
individual benefit s may be realized, t hey may be performed for a variet y of reasons, including
cit izenship requirement s, alt ernat ives t o criminal just ice sanct ions, school or class requirement s,
and requisit es t o obt ain cert ain benefit s.

Ukrainians doing street cleaning as a form of

community service.
Background
Communit y service is a non-paying job performed by one person or a group of people for t he
benefit of t heir communit y or it s inst it ut ions. Communit y service is dist inct from volunt eering,
since it is not always performed on a volunt ary basis. It may be performed for a variet y of
reasons.

It may be required by a government as a

part of citizenship requirements, like the
mandatory "Hand and hitch-up services"
for some municipalities in Germany, or
generally in lieu of military service or for
civil conscription services.
It may be required as a substitution of,
or in addition to, other criminal justice
sanctions – when performed for this
reason it may also be referred to as
community payback or compensatory
service.[2]
It may be mandated by schools to meet
the requirements of a class, such as in
the case of service-learning or to meet
the requirements of graduating as class
valedictorian.
In the UK, it has been made a condition
of the receipt of certain benefits. (see
Workfare in the United Kingdom)
In Sweden it is a suspended sentence
called "samhällstjänst" ("society
service").[3]
Reasons
Some educat ional jurisdict ions in t he Unit ed St at es require st udent s t o perform communit y
service hours t o graduat e from high school. In some high schools in Washingt on, for example,
st udent s must finish 200 hours of communit y service t o get a diploma. Some school dist rict s in
Washingt on, including Seat t le Public Schools, different iat e bet ween communit y service and
"service learning", requiring st udent s t o demonst rat e t hat t heir work has cont ribut ed t o t heir
educat ion.[4] If a st udent in high school is t aking an Advancement Via Individual Det erminat ion
(AVID) course, communit y service is oft en needed. Whet her American public schools could
require volunt eer hours for high school graduat ion was challenged in Immediato v. Rye Neck
School District, but t he court found no violat ion.

Many ot her high schools do not require communit y service hours for graduat ion, but st ill see an
impressive number of st udent s get involved in t heir communit ies. For example, in Palo Alt o,
California, st udent s at Palo Alt o High School log about 45,000 hours of communit y service every
year.[5] As a result , t he school's College and Career Cent er awards 250–300 st udent s t he
President 's Volunt eer Service Award every year for t heir hard work.

Colleges in the United States

Though not t echnically considered a requirement , many colleges include communit y service as
an unofficial requirement for accept ance. However, some colleges prefer work experience over
communit y service, and some require t hat t heir st udent s also cont inue communit y service for
some specific number of hours t o graduat e. Some schools also offer unique "communit y service"
courses, awarding credit t o st udent s who complet e a cert ain number of communit y service
hours. Some academic honor societ ies, along wit h some frat ernit ies and sororit ies in Nort h
America, require communit y service t o join and ot hers require each member t o cont inue doing
communit y service.
Many st udent s organizat ions exist for t he purpose of communit y service, t he largest of which is
Alpha Phi Omega. Communit y service project s are also done by sororit ies and frat ernit ies.

Beginning in t he 1980s, colleges began using service-learning as a pedagogy. A part nership of

college president s began in 1985 wit h t he init iat ive of boost ing communit y service in t heir
colleges. This alliance called Campus Compact ,[6] led t he way for many ot her schools t o adopt
service-learning courses and act ivit ies.

Service-learning courses vary widely in t ime span, qualit y, and in t he balance of "service" and
"learning" st ressed in t he course. A t ypical service-learning course, however, has t hese fact ors in
common:

A service component where the student

spends time serving in the community
meeting actual needs
A learning component where students
seek out or are taught information—
often both interpersonal and academic—
that they integrate into their service
A reflection component that ties service
and learning together
Reflect ion is somet imes symbolized by t he hyphen in t he t erm "service-learning" t o indicat e t hat
it has a cent ral role in learning by serving.[7] Reflect ion is simply a scheduled considerat ion of
one's own experiences and t hought s. This can t ake many forms, including journals, blogs, and
discussions.
Service-learning courses present learning t he mat erial in cont ext , meaning t hat st udent s oft en
learn effect ively and t end t o apply what was learned.[8] As t he book Where's the Learning in
Service-Learning? not es, "St udent s engaged in service-learning are engaged in aut hent ic
sit uat ions; t hey get t o know real people whose lives are affect ed by t hese issues… As a result ,
t hey have lot s of quest ions—real quest ions t hat t hey want t o have answered."[9] Thus, st udent s
become int erest ed and mot ivat ed t o learn t he mat erials t o resolve t heir quest ions.

Communit y service learning st rives t o connect or re-connect st udent s wit h serving t heir
communit y aft er t hey finish t heir course.[10] It creat es a bridge for t he lack of communit y service
found among college-age people in t he Unit ed St at es.[11]

Community service-learning
The one serving may be able t o t ake somet hing away from t he experience and be able t o use
any newfound knowledge or int erpersonal discoveries t o improve t heir fut ure servit ude and t he
people around t hem. To gain t he most from communit y service requires balancing learning wit h
serving. Learning and serving at t he same t ime improves a st udent 's communit y while t eaching
life lessons and building charact er.

Communit y service-learning is "about leadership development as well as t radit ional informat ion
and skill acquisit ion".[12] Therefore, t he combinat ion of people doing service and learning at t he
same t ime t eaches t hem how t o be effect ive and how t o be effect ive regarding what is
import ant t o t hem. It can improve t heir overall experience and applicat ion opport unit ies t hey gain
from it . By adding service t o learning, and balancing t he t wo, communit y service can become
more t han just t he act of serving. The goal of service-learning is t o achieve large change t hrough
small act ions. By being a classroom, a hands-on learning experience, and an opport unit y t o
change t he communit y, people are able t o not only serve, but impact t hemselves as well.

Definition
According t o Fayet t eville St at e Universit y, "service learning is a process of involving st udent s in
communit y service act ivit ies combined wit h facilit at ed means for applying t he experience t o
t heir academic and personal development . It is a form of experient ial educat ion aimed at
enhancing and enriching st udent learning in course mat erial. When compared t o ot her forms of
experient ial learning like int ernships and cooperat ive educat ion, it is similar in t hat it is st udent -
cent ered, hands-on and direct ly applicable t o t he curriculum."[13]

Professor Freddy Cardoza defines communit y service-learning as "a pedogogy (or a specific
t eaching-learning approach) t hat has few lect ures, and is a more int eract ive hands on educat ional
st rat egy which provides st udent s wit h inst ruct ion while leading t hem t hrough meaningful
communit y service experiences and engaging t hem in personal reflect ion on t hose experiences in
order t o build charact er and t o t each problem-solving skills and civic responsibilit y."[14] Cardoza
st ressed t hat it was import ant for a st udent t ake some t ime and reflect on what t hey are
experiencing, seeing, doing, and what problems t hey are encount ering and how t hey are going t o
apply what t hey have been learning t o solve t hese problems. In ot her words, service-learning
aims t o link t he personal and int erpersonal development wit h cognit ive development , as well as
equipping t he st udent wit h crit ical knowledge t o help t hem underst and t he world.[15]

Charact er.org defines service-learning as "different t han communit y service in several key ways.
Service learning includes st udent leadership, reflect ive and academic component s, and chances
for celebrat ion once t he service act ivit y has been successfully complet ed. St udent s reflect on
communit y needs, ways t o help, and once t heir service has been complet ed, t hey can int ernalise
how t heir effort s have helped, while learning more about academics such as geography, mat h, or
science."[16]

Critical service learning

For communit y service t o be effect ive, a different sect or of communit y service learning; crit ical
service, emerged in colleges t hroughout nat ions. The emergence of crit ical service learning in
colleges had t o do wit h solving t he quest ion of how st udent s can creat e longst anding, effect ive
change in t he services t hey do for t heir communit ies. Crit ical service learning is cent ered around
t eaching and learning met hods t hat focus on t he t ransformat ion of power and deconst ruct ions
of syst emic inequalit ies t hrough communit y engagement by st udent s. According t o Mit chell,
t here are t hree different approaches required t o achieve a crit ical learning service st at us. These
are: redist ribut ing power t o marginalized groups of people; developing meaningful part nerships
wit h communit y members/part ners and t hose in t he classroom; and, approaching service learning
t hrough t he lens of making impact ful social change.[17] The ult imat e goal of t his sect or is t o
connect st udent s' services t o t heir learning discourses. St udent s t hen ask t hemselves how t heir
services creat e polit ical and social change in t hese communit ies. Meet ing individual needs in
relat ion t o povert y is not t he main focus for crit ical service learning. Inst ead it is t o address how
st udent s can become agent s of social change and dismant le t he inst it ut ions t hat allow for
inequalit ies t o exist in t he communit ies t hey serve in t he first place.[17]

Background of Critical Service Learning

Crit ical service learning emerged t hough t he ideologies of Dewey in 1902. His main goal was
reconnect ing educat ion and communit ies. He argued t hat it was essent ial t hat st udent s t ook
t heir learning discourses and used it t o connect t o t heir personal experiences. Doing t his would
allow for social development and t he well-being of communit ies.[18] Bet ween World War 1 and
World War 2 Kilpat rick, a progressive leader, int roduced "t he project met hod" t o educat ional
pract ices.[18] He st ressed t he import ance of int roducing social reforms t hat focused on t he
livelihood of persons out side of t he classrooms.[18] Some at t empt s t o creat e policy for crit ical
service learning st art ed in t he 50s and cont inued t hrough t he 60s. In t he 50s, The Cit izenship
Educat ion Project set precedent s t o underst anding t he frameworks bet ween learning in t he
classrooms and act ion in t he communit ies.[18] This precedent led t o many more polit ical reform
effort s t o incorporat e crit ical service learning int o educat ion in t he 70s. Many educat ional
inst it ut ions int roduced polit ical proposals t hat focused on t he int egrat ion of learning and civic
engagement wit h communit ies.[18] Reform document s were not made unt il t he 80s but Reagan
and his era had already moved past progressivism and t owards neoliberalism.[18] Since reforms in
t he past 100 years haven't seemed t o work, educat ional leaders and schools have made crit ical
service learning int o more grassroot s t ype movement s.[18] By not focusing on st at e reforms,
crit ical service learning has now become a met hodology in Universit y programs and ot her local
organizat ions.[18] Communit y and Crit ical service brings an opport unit y of change for st udent s
and for t he communit ies t hey serve.
Court ordered service

Community service work detail for

35th District Court, Northville,
Michigan

People convict ed of a crime may be required t o perform communit y service or t o work for
agencies in t he sent encing jurisdict ion eit her ent irely or part ially as a subst it ut ion of ot her judicial
remedies and sanct ions, such as incarcerat ion or fines. For inst ance, a fine may be reduced in
exchange for a prescribed number of hours of communit y service. The court may allow t he
defendant t o choose t heir communit y service, which must t hen be document ed by "credible
agencies", such as non-profit organizat ions, or may mandat e a specific service.

Somet imes t he sent encing is specifically t arget ed t o t he defendant 's crime, for example, a
lit t erer may have t o clean a park or roadside, or a drunk driver might appear before school groups
t o explain why drunk driving is a crime. Also, a sent ence allowing for a broader choice may prohibit
cert ain services t hat t he offender would reasonably be expect ed t o perform anyway.

Corporate social responsibility

Some employers involve t heir st aff in some kind of communit y service programming, such as
wit h t he Unit ed Way of America. This may be complet ely volunt ary or a condit ion of employment ,
or anyt hing in bet ween.

In addit ion, approximat ely 40% of Fort une 500 companies offer volunt eer grant programs where
companies provide monet ary donat ions t o nonprofit organizat ions in recognit ion of t heir
employee's volunt eerism (e.g. $500 volunt eer grant aft er 25 hours of communit y service).[19]

Worldwide examples
Communit y service in t he Unit ed St at es is oft en similar t o t hat in Canada. In Europe and Aust ralia,
communit y service is an opt ion for many criminal sent ences as an alt ernat ive t o incarcerat ion. In
t he Unit ed Kingdom, communit y service is now officially referred t o by t he Home Office as more
st raight forward compulsory unpaid work.[20] Compulsory unpaid work includes up t o 300 hours of
act ivit ies, such as conservat ion work, cleaning up graffit i, or working wit h a charit y. The Howard
League for Penal Reform (t he world's oldest prison reform organizat ion) is a prominent advocat e
for increased communit y sent encing t o reduce prison populat ion and improve rehabilit at ion.

St art ing in 2010, Danish high school st udent s receive a special diploma if t hey complet e at least
20 hours of volunt ary work.[21]

The Int ernat ional Baccalaureat e program formerly required 50 hours of communit y service,
t oget her wit h a writ t en reflect ion on t he service performed, t o fulfill t he requirement of 150
hours of CAS (creat ivit y, act ion, and service) and receive an IB Diploma.[22]

Florence Night ingale organized fundraisers t o raise money for t he hospit al and arrange more
st able living condit ions t o improve t he healt h of t he soldiers in t he hospit al.[23] Florence
Night ingale served a specific group of people and benefit ed t he public—which is an example of
communit y service.

Community service for institutions

Many inst it ut ions require and/or give incent ive t o st udent s or employees alike t o volunt eer t heir
t ime t o communit y service programs. From volunt eering t o part icipat ing in such charit y event s
like walks or runs, inst it ut es cont inue t he pract ice or requiring t heir employees or st udent s t o
grow in camaraderie while giving back t o various communit ies. Many inst it ut ions also provide
opport unit ies for employees and st udent s t o work t oget her, and most st udent groups
part icipat e in t heir own form of communit y service. Each is unique in it s own right ; all are
incredibly popular wit h employees; and in all of t hese programs, human resources plays an int egral
role.[24]

One such program, Johns Hopkins Universit y, under t he leadership of Johns Hopkins Universit y
president Ronald J. Daniels and t he chief execut ive officer of Balt imore Cit y Schools, t he
universit y's human resources and communit y affairs depart ment s worked wit h t he school syst em
t o develop t he Johns Hopkins Takes Time for Schools program in 2009, launching it on March 3,
2010. The program is a service part nership aimed at providing support and assist ance t o
Balt imore Cit y Schools (BCS) while providing facult y and st aff an avenue for communit y service,
offering t heir t alent s t o t he cit y's yout h and improving t he administ rat ive and educat ional
capacit ies of t he area's school syst em.[24]

Some inst it ut es even give t heir st udent s or employees a guarant eed number of days or weeks
of leave for cert ain accept able communit y service programs. One example is East Carolina
Universit y, which gives 24 hours of communit y service leave for full-t ime employees per year as
an incent ive and compensat ion for communit y service.[25]

Religious reasons for serving

Religion is one of t he great est mot ivat ing forces behind communit y service. "Alt hough
beneficence and good works are also import ant secular goals, religion remains one of t he major
mot ivat ing forces behind communit y service."[26] All t he major religious groups emphasize values
of charit y, compassion, and communit y.[27]

Beyond required communit y service, some religious groups emphasize serving one's communit y.
These groups and churches reach out by holding Vacat ion Bible Schools for children, host ing Red
Cross blood drives, having fall carnivals, or offering free meals. Through t hese services, churches
are able t o benefit neighborhoods and families. Some churches creat e non-profit organizat ions
t hat can help t he public. Crisis pregnancy cent ers are oft en run by religious groups t o promot e
pro-life values in local families. To meet impoverished people's needs, some churches provide a
food pant ry or st art a homeless shelt er. Also, cert ain churches provide day care so t hat busy
parent s can work.
Christian service
Christ ianit y promot es communit y service, in fact , volunt eer work is popular amongst churches.
According t o Diana R. Garland, a professor of social work at Baylor Universit y in Texas, "In t he
Unit ed St at es, congregat ions serve as a major source of volunt eers, wit h church at t endance
known t o be t he best general predict or of involvement in volunt eering."[28] Some non-
government al (NGO) communit y service organizat ions were founded by Christ ians seeking t o put
t heir beliefs int o pract ice. Three prominent examples are Samarit an's Purse, Salvat ion Army, and
Habit at for Humanit y.

Samarit an's Purse was inspired by a prayer of evangelist Robert Pierce, "Let my heart be broken
for t he t hings which break t he heart of God."[29] Aft er t raveling t hrough Asia and seeing first -hand
t he suffering of impoverished children, lepers, and orphans—in 1970, Pierce founded Samarit an's
Purse. Today, Samarit an's Purse reaches millions of people across t he globe by providing aid such
as disast er relief, medical assist ance, and child care. A not able Samarit an's Purse project is
Operat ion Christ mas Child headed by Franklin Graham.[30]

The Salvat ion Army was founded by William Boot h and his wife Cat herine Boot h in 1865. Boot h
was a Met hodist minist er and preacher on t he st reet s of London. His t ent meet ings gat hered
crowds of drunkards, prost it ut es and t hieves[31] who event ually became t he first "soldiers" in t he
army, which has grown t o 1,442,388 members in 126 count ries.[32] The Salvat ion Army's mot t o is
"Doing t he Most Good" and does so by providing aid such as shelt er, food, clot hing, spirit ual
t raining and disast er relief.

Habit at for Humanit y provides housing for people in need. Founded by Millard Fuller, it s vision is
t o "...put God's love int o act ion by bringing people t oget her t o build homes, communit ies and
hope".[33] Habit at for Humanit y has built or repaired over 800,000 homes and served more t han 4
million people worldwide since it s creat ion in 1976.[33] They describe t heir vision as "...a world
where everyone has a decent place t o live".[33]

Muslim Service

Islam promot es volunt eerism by calling on it s followers t o provide t heir t ime, knowledge, and
wealt h of t heir own free will. In Islam one of t he pillars of t he religion is Zakat which is t he
obligat ory form of charit y especially t o t he needy. There are t wo different forms of
volunt eerism in Islam.[34]
The first form of Volunt eering involves spending money or providing physical support in order t o
help ot hers. This can be a form of Zakat or Sadaqah. These t wo act s of volunt eering also count s
as forms of worship for t he sake of spirit ual purificat ion. This form is called Al-Mujahadah fi sabil
Allah bi al-Amwal, which means, st riving in t he cause of Allah wit h one's goods (Sulaiman).[35]

The second form of volunt eering involves providing goods and services wit hout spending money.
An example providing a service wit hout spending money would be, "visit ing t he sick, being an
at t endant t o t he blind, collect ion and dist ribut ion of donat ions, const ruct ing houses (for t he
homeless), schools (for t he poor children), orphanages, ret irement cent ers, nursing homes,
hospit als and working in t he Nongovernment Islamic Organizat ions t hat need volunt eers due t o
limit ed resources"(Sulaiman). The second example would be," providing int ellect ual support , for
example, being a t eacher or t ut or for t he poor" (Sulaiman).[36]

Personal benefits of serving

Communit y service also allows t hose part icipat ing t o reflect on t he difference t hey are making in
societ y. Some part icipant s of a communit y service project may find t hemselves gaining a great er
underst anding of t heir roles in t he communit y, as well as t he impact of t heir cont ribut ions
t owards t hose in need of service. Because communit y service out let s vary, t hose who serve are
exposed t o many different kinds of people, environment s, and sit uat ions.[37]

A benefit of part icipat ing in communit y service is t o gain great er experience and benefit s t o help
individuals t o gain advant ages for t heir careers. According t o "The Give and Take of Volunt eering:
Mot ives, Benefit s, and Personal Connect ions among Irish Volunt eers", " Career benefit s t ook
different forms depending on t he person's career st age and on t he t ype of work involved"
(McKeena). At t he beginning of a profession, volunt eering could be beneficial, giving people at a
more pract ical level of hands-on experience in healt h and social care, while persons at a more
advanced level of t heir careers achieved career-relat ed benefit s from high-level relat ionships for
job-relat ed reasons (Mckenna).[38]

Wit h each new communit y service project , some part icipant s may gain insight ful experience in a
variet y of areas. Part icipant s may also int ernalize t he informat ion t hat t hey found personally
insight ful for fut ure use. While simply performing communit y service is valuable t o t he recipient s,
t hose serving oft en find it beneficial t o pause and reflect on how t hey are changing societ y for
t he bet t er. Schools oft en t ake st udent s on communit y service project s so t hey can learn how
t heir individual act ions affect t he well-being of t he public. Part icipant s may find t hat serving t he
public fost ers a more solidified view of self and purpose.[39]

Those involved in communit y service learning may also find t hat aft er serving t he communit y for
an ext ended period of t ime, t hey have an advant age in real-world experience. Event ually, t he
skills and knowledge obt ained while working wit h t he communit y may be applied in fut ure areas
of work.[39] Communit y service may also increase a part icipant 's social connect ivit y. Because
most communit y service opport unit ies allow ot hers t o int eract and work wit h ot her individuals,
t his service may help volunt eers net work and connect wit h ot hers t owards a common goal.[40]

People gain t he most from t heir communit y service project s when t hey volunt eer t heir t ime t o
help people t hat t hey have never int eract ed wit h before. This direct cont act allows people t o
see life from a different perspect ive and reevaluat e t heir opinions of ot hers. Many young people
who get involved in communit y service come out wit h a more well-rounded worldview.

Anot her benefit in part icipat ing in communit y service is a great er underst anding and appreciat ion
for diversit y. Appreciat ing ot her cult ures and breaking down st ereot ypes is import ant t o
becoming a responsible cit izen and bet t er person. By part icipat ing in a communit y service
project where int eract ion is required, personal relat ionships can begin t o grow. These personal
relat ionships help people have informal and consist ent int eract ions t hat t hrough t ime, oft en
breakdown negat ive st ereot ypes.

These relat ionships can also facilit at e more opinions and viewpoint s surrounding various t opics
t hat help part icipant s t o grow in diversit y.[41] St ereot ypes can be defined as, "believing unfairly
t hat all people or t hings wit h a specific charact erist ic are t he same."[42] St ereot ypes oft en reveal
t hemselves in quick judgment s based solely off of visible charact erist ics. These judgment s
move int o a biased opinion when you believe t hat t hese judgment s are always t rue.[43] These
st ereot ypes can be harmful t o bot h personal relat ionships and relat ionships wit hin t he work
place. Communit y service helps people t o realize t hat everyone does not fall int o t hese
preconceived ideas.

Along wit h breaking down st ereot ypes, communit y service work can assist people in realizing
t hat t hose t hey are helping and working wit h are no different from t hemselves.[44] This realizat ion
can lead t o empat hizing wit h ot hers. Learning t o underst and t he needs and mot ivat ions of
ot hers, especially t hose who live different lives from our own, is an import ant part of living a
product ive life. This leads t o a view of humanit y t hat can help a person st ay free of biased
opinions of ot hers and can lead t o a more diverse and ult imat ely more product ive and t hought
provoking life.[45]
Also, volunt eer work t hat 's relevant t o your job posit ion can be added as work experience in your
resume. According t o U.S. News & World Report , "If your volunt eer work is relevant t o t he job
posit ion, you may want t o include it under t he professional or work experience sect ions on your
resume."[46] This depends on how long you've worked as a volunt eer. If you don't have more t han 2
years of experience, it 's not wort hwhile t o list your communit y service as work experience.[46]

Choosing the right strategy

Civilians have a desire and apt it ude t o organize t hemselves apart from government t o address
t he needs in t heir communit ies. However, making sure an effort has a posit ive effect on societ y
requires clear analysis and a st rat egy. Analysis ident ifies root causes of problems t hat project
implement at ion must address. Individuals, like neighborhoods, enjoy permanent change only if it is
an inner one—and t he great est form of communit y service is encouraging t hat inner change.

Abraham Kuyper advocat es sphere sovereignty, which honors t he independence and aut onomy of
t he "int ermediat e bodies" in societ y, such as schools, press, business, and t he art s. He champions
t he right of every communit y t o operat e it s own organizat ions and manage it s own groups, wit h
t he foundat ional belief t hat parent s know what t heir child really needs, and t hat local people are
more capable of helping fellow locals. Those who agree wit h his views perceive communit y
service as a t ool of empowerment t hat can help people achieve bet t er employment and
lifest yle, avoiding what t hey see as dest ruct ive decision making for mal-est ablished goals by
poorly developed communit y service effort s.

Amy L. Sherman, in her book Restorers of Hope,[47] suggest s t hat communit y service planning
should be made wit h t he valuable opinion of t he local resident s, since t hey have first hand
knowledge of t he inside realit ies of t heir communit y's current st at e. Making t hem a part of t he
movement , change or project creat es in t he members of t he communit y a sense of belonging
and hope.

A joint st udy by Duraiappah et al suggest s t hat a more effect ive approach t o communit y service
focuses on increased part icipat ion of local people in decision making and collaborat ive
part nerships. For Duraiappah et al, t he goal is "a bot t om up approach in which part icipant s
become agent s of change and decision making."[48] This is accomplished t hrough several
principles: inclusion, equal part nership, t ransparency, sharing power, sharing responsibilit y,
empowerment , and cooperat ion. Being cognizant of who is given a voice in defining t he need for
communit y service, and t he ways in which t hese issues are approached, is one of t he first st eps
in recognizing spaces in which part icipat ion can be increased.

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External links

Perez, Shivaun, Wikimedia

Commons
"Assessing Service
has media
Learning Using related to
Community
Pragmatic Principles of
service.
Education: A Texas
Charter School Case Study" (http://ecom
mons.txstate.edu/arp/76) Archived (htt
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740/https://digital.library.txstate.edu/ha
ndle/10877/3512) 2020-08-01 at the
Wayback Machine (2000). Applied
Research Projects. Texas State
University. Paper 76.
Retrieved from
"https://en.wikipedia.org/w/index.php?
title=Community_service&oldid=1199616944"

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