LAUSR

ABSTRACT Universities are criticised for overemphasising instrumental values. Instrumental values are important but universities risks undermining cultivation of humanity, critical consciousness and civic agency. Service-learning (SL) is practice that moves teaching and learning beyond the focus on technical skills and instrumental outcomes. Nonetheless, little is known about this role of SL in African and particularly South Africa context. Using a capability approach (CA) as developed by Amartya Sen and Martha Nussbaum, the article explores the contribution of SL in fostering students’ capabilities for citizenship, conscientization and civic agency. The findings indicate that through SL processes and activities, students develop citizenship capabilities of affiliation and narrative imagination, informed vision, social and collective struggle, and local citizenship but often not in the way the university intended. The paper contributes to the understanding of how SL can expand the conception of teaching and learning and fosters critical social values in the global South context.