International service learning is shaped by complex and shifting relationships between different actors with different, sometimes conflicting interests. Especially in Latin America, practice, pedagogy, and politics are intimately entangled, which means that field-oriented pedagogy cannot be neatly separated from its professional and political context. This makes it particularly important to consider the role of students and educators in reinforcing or altering hegemonic relations of power. Service learning projects are often incorporated into existing structures of engagement, but by developing new relationships and ways of speaking in invented spaces, such pedagogy may serve to further insurgent planning practices.
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