This article describes a critical service-learning project that resulted from an educational partnership among a national teachers' union, a local teachers' union, and a major research university. The partnership—funded by a grant from the Corporation for National and Community Service, Learn and Serve program—focused on professional development opportunities for K–12 educators across subject areas throughout an urban school district. Teachers enrolled in a university-level graduate course where they learned about critical service-learning, engaged in community-based activities, developed partnerships with local organizations, and facilitated critical service-learning projects in local schools and communities. Here, we highlight one of the many projects that emerged from this partnership as we attempt to connect theory with practice by reframing service-learning as learning and participation. We ask: How can a reframing of service-learning as learning and participation impact how we understand the educative and social engagements of four urban youth?
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