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.
Carrington, S. (2011). Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World. Australian Journal of Teacher Education, 36(6). https://doi.org/10.14221/ajte.2011v36n6.3