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Service-learning pedagogies attempt to bridge the often-distant realms of work in the academy with that of the surrounding community. However, in practice, a true partnership among stakeholders can be challenging to achieve. For this project, I invited three former students and the director of a local non-profit to partner with me in an important aspect of academic work: course redesign. Through the lens of standpoint theory, we see that students and community partners hold unique standpoints, yet all too often their voices are marginalized. I assert that their standpoints offer l essential contributions to the course re-design process.


Originally published in:

Holmes, Ashley. Advancing Campus-Community Partnerships: Standpoint Theory and Course Re- Design. Reflections: A Journal of Writing, Service-Learning, and Community Literacy 8.3 (2009): 76-98.

Posted with the permission of the publisher.