Barclay, Heather2008-06-092008-06-092008-06-09http://hdl.handle.net/10539/4940ABSTRACT There is a growing body of research that demonstrates the relationship between identity development, the development of citizenship, and the pedagogy of service learning (Eyler & Giles, 1999; Jones & Hill, 2001, 2003; Rhoad, 1997; Youniss &Yates, 1997). While a review of the effects of community service on elementary and high school participants in the USA provide some indication that participating in service-learning programmes is beneficial to young people, Alt & Medrich (1994) state that there is still relatively little clear, systematic evidence demonstrating the connection between community service and particular affective and educational objectives. It is of concern in the light of the Further Education and Training (FET) Life Orientation (LO) Curriculum’s call for citizenship education (Department of Education, 2003), that no research on ‘community service’ work done by high school learners in South Africa can be located. The studies that link a service- learning or community work pedagogy to the development of empathy have primarily been conducted with college students (Burnett, Hamel, & Long, (2004); Giles, & Eyler, (1993); Jones & Hill (2003); Pratt, (2001); Rhoad, (1997)). Although there is some research with adolescents (Hamilton & Fenzel, (1988); Leming, (2001); Middleton, & Kelly (1996); Yates. & Youniss, (1996), it has primarily focused on social and identity development in community service settings and not specifically on empathy. However Hatcher’s (1994) research with adolescents and college students provides indications that empathy is developmental and can be elicited by environmental intervention and that some aspects of empathy can be taught to adolescents if a developmental shift is caught. Key words: empathy, service learning, community work, identity, citizenship329998 bytesapplication/pdfenEmpathyService learningCommunity workIdentityCitizenshipThesis