The interplay between service learning and the ideological becoming of aspiring educators who are “marked” as different

Through a Bakhtinian lens of “ideological becoming”, we investigate the impact of service learning on two aspiring educators enrolled in a course exploring the intersections of race, class, gender, ability, language background, and sexual orientation. In particular, we explore how embodying “markers of difference” (Kerschbaum, 2014) assists aspiring educators in thinking about who they are and what they see as the potential for learning of youth from varied backgrounds.