As a form of community engagement pedagogy, service-learning aims to bridge theory with practice by combining learning goals and community service in ways that are mutually beneficial to students and community partners. However, if not done well, service-learning can have the opposite effect of reinforcing stereotypes, perpetuating social inequalities, and placing more of a burden on communities and organizations than providing a service. Based on the author's service-learning experience with community partners on the Hopi Reservation, this article considers some of the challenges and opportunities for developing meaningful and mutually beneficial service-learning projects with American Indian tribal partners.

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