Potential Abstract:
This research article delves into the intricate interplay between context-laden theories and service learning within the framework of Derridean paradigms. Drawing on poststructuralist perspectives, we explore how the complex and often ambiguous contexts in educational settings influence the construction and implementation of theories in service learning programs. By employing Derrida’s deconstructive approach, we aim to challenge traditional assumptions and unveil hidden power dynamics that shape educational practices. Through a qualitative case study methodology, we investigate how educators and students navigate these contextual intricacies, negotiate meaning, and redefine their roles in the learning process. Our findings shed light on the transformative potential of embracing uncertainty and ambiguity in educational endeavors, ultimately contributing to a more nuanced understanding of the relationship between theory and practice in service learning.
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