A simple, practical framework for organizing relationship-based reciprocity in service-learning experiences: Insights from anthropology

Abstract

Among service-learning and community engagement scholars, there exist diverse positions on what qualifies as valid, appropriate, and desirable in the structure and outcomes of service-learning experiences. While most agree that reciprocity is a key principle of the pedagogy, “reciprocity” is often descriptive rather than operationalized for practical application. This article applies the anthropological conceptualization of reciprocity as a social process of relationship building through exchange in order to analyze the nature of engagement among the various parties in two different models of course-based service-learning. From this analysis emerges a practical, relationship-based, planning framework for establishing norms, moderating expectations, and evaluating outcomes. Focusing on a set of simple questions about service-learning relationships, objectives, structure, outcomes, and resulting relationships (ROSOR), the framework offers a simple way for instructors and their community partners to navigate the discourse on service-learning and develop impactful relationships.