Exploring the Methodological Possibilities of Narrative Inquiry in Service-Learning: Reflections from a Recent Investigation

Zak Foste


The purpose of this essay is to argue for the use of narrative inquiry as a distinctive methodological approach in the study of college student experiences and outcomes in service-learning. The author reflects on a recent narrative study of college men in service-learning programs to highlight how narrative scholarship can illuminate the messiness and complexity of service-learning. A participant narrative from the recent investigation is utilized in order to highlight the key tenets of narrative inquiry. Suggestions for high-quality narrative scholarship in service-learning are also offered.

Full Text:



  • There are currently no refbacks.

For MAC OS X users: If you are having trouble viewing PDF files in the Firefox browser, visit this site, or view the PDF files using the Safari browser. Any questions can be sent to jheoe@uga.edu.