Increasingly, service-learning, community-engaged projects, or community-engaged learning are encouraged in higher education as part of HIPs, or High Impact Practices. While the authors' experiences with service-learning or community-engaged learning in our composition courses have been positive, and while student engagement is generally acknowledged as a desirable outcome of any pedagogy, we posit that there are questions about the labor system needed to sustain such practices. We use narratives to reflect upon our experiences holding various identity positions within academia (from graduate student, adjunct, to NTT and TT positions), and research about the work involved with community engaged projects, to interrogate the invisible labor of such projects within composition. By making these labor practices explicit, we can theorize and, just as importantly, practice more equitable and sustainable community-engaged projects in composition.
Corey, Jessica Rose and George, Barbara
"Sustaining Community-Engaged Projects: Making Visible the Invisible Labor of Composition Faculty,"
Academic Labor: Research and Artistry: Vol. 3
, Article 6.
Available at: https://digitalcommons.humboldt.edu/alra/vol3/iss1/6