The Transformative Potential of Service-Learning in an African Religious Context

Critical reflection is essential for achieving desired service-learning outcomes, including “transformative learning,” as developed by Mezirow (2000). However, critiques of Mezirow’s theory, particularly its focus on the individual learner and prizing autonomy, raise questions about relevance a transformative learning framework in diverse global contexts. This article describes case study an online program that resulted students East Africa. We offer method practical theological promotes communal reflective praxis. contributed to students’ outcomes realized collective action sustainable development. Rooted Christian religious education scholarship, adaptable curricula informed other or non-religious traditions non-Western communities. invite educators adapt this sociocultural contexts encourage further research track longitudinal inspired service-learning.