This dissertation examines the relationships among cultural rhetorics theory and methods, first year writing, and service-learning by showing the ways these theories and pedagogies constellate, or build, new things from their intersections and relationality. The author argues that “story is theory is practice” and demonstrates how this can work in first year writing through a cultural rhetorics-informed service-learning pedagogy. The author explains that this story of teaching and learning – both hers and her students – builds theory through sharing their stories of practice in their writing classroom. This theory/story/practice shows us how relationality, accountability, and reciprocity help develop habits of mind that may transfer to other situations to become active, engaged citizens for social justice.Chapter one develops Wilson’s Indigenous research paradigm as a theoretical framework for the author’s teaching and research by explaining her research paradigm for this project and discussing the literature that she draws on throughout this project. Chapter two further explains how she defines and uses service-learning by providing two case studies from the FYW courses she taught at Michigan State University in the 2016-2017 academic year. Chapter three begins to constellate cultural rhetorics theory and methods, first year writing, and service-learning using Wilson’s Indigenous research paradigm as a framework. The “half” chapters are her students’ voices, their stories in their words; these student selections help to show how they are practicing habits of mind throughout the course in their writing.
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