Transforming Argumentative Dialogue Through Prison Service-Learning Projects

Shelly Schaefer Hinck, Erin Lynn Scheffels

Research output: Contribution to journalArticlepeer-review

8 Scopus citations


To cultivate a more informed citizenry, we argue that service-learning as a pedagogy has the potential to transform argumentative discourse by creating space for both compassion and rationality in a politically contested learning environment. The paper describes a service-learning experience where engagement with the prison population exposed students directly to issues surrounding rehabilitation. The study found that service- learning relationships between students and prisoners, coupled with reflective writing, provided students with new evidence to support claims about the need for rehabilitation programs in prisons.

Original languageEnglish
Pages (from-to)200-213
Number of pages14
JournalArgumentation and Advocacy
Issue number3
StatePublished - 2015


  • argumentation
  • prisons
  • service-learning


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