This paper discusses Service-learning within an Australian higher education context as pedagogy to teach about inclusive education. Using Deleuze and Guattari’s (1987) model of the rhizome, this study conceptualises pre-service teachers’ learning experiences as multiple, hydra and continuous. Data from reflection logs of pre-service teachers highlight how the learning experience allowed them to gain insights in knowledge as socially just, ethical and inclusive. The paper concludes by arguing the need to consider Service-learning as integral to university education for pre-service teachers.
"Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World,"
Australian Journal of Teacher Education: Vol. 36
, Article 1.
Available at: https://ro.ecu.edu.au/ajte/vol36/iss6/1