Traditionally, theory is used to explain what we observe in the world and to predict what we might observe in the future. Thus, theory is commonly a more passive tool used to understand what is going on around us. Critical theory is also used to predict and explain but differs from traditional theory in that the purpose is to do more than passively observe what is going on by actively identifying and challenging the factors in the world that lead to various forms of inequality. Sources of inequality addressed by critical theories include differences in outcomes based on race, class, gender, age, sexual orientation, and place, among others, as well as the multiple intersections of those factors we all experience (i.e., intersectionality). Critical theory helps to frame social inquiries that facilitate identifying how and why members of one group dominate members of other groups and developing strategies for freeing both the oppressors and the oppressed from their positions (Devetak 2005).
As with theory and critical theory, traditional service-learning differs from critical service-learning in terms of the goals and outcomes. Traditionally, the goal of service-learning is to incorporate community service into educational experiences in order to enrich students’ learning outcomes, improve selected indicators in the community, and enhance students’ civic engagement and civic-mindedness. Critical service-learning differs from traditional service-learning in that the goal is not only to improve student learning outcomes and the community as well as to increase civic engagement, but also to use service-learning projects to redistribute power, developing authentic relationships in the classroom and community, and to adopt a social change perspective (Mitchell 2008). Targets of social change in critical service-learning projects include any social structure that is based on, or reinforces the various forms of inequality identified by critical perspectives (such as those identified above).