Global Service Learning

Hartman, Eric; Kiely, Richard; Dolgon, Corey; Mitchell, Tania D.; Eatman, Timothy K.

doi:10.1017/9781316650011.031

Cited by 10 publications

(14 citation statements)

References 12 publications

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“…While a traditional approach to service-learning places the emphasis primarily on the "service" component, a more critical approach extends learning by developing experiences with a greater focus on equality and shared power between all participants (Mitchell, 2008). The consideration of power and privilege is one of the ways that global service-learning (GSL) stands apart from domestic or traditional service-learning activities (Hartman & Kiely, 2014).…”

Section: Global Service-learningmentioning

confidence: 99%

A Global Interdisciplinary Service-Learning Project to Develop Cultural Humility in Educators of Children with Autism and Developmental Disabilities

Rose

Cooper-Duffy

Molefe³

2023

Frontiers

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A four-week global interdisciplinary service-learning project to Botswana, Africa was developed to increase cultural humility and cross cultural communication skills in 12 current and future educators of children with autism and developmental disabilities. Participants worked alongside peer educators in eight different special education units across different regions of Botswana to create curricular activities that can be used in classrooms in both countries. Instruction in Botswana education, culture, language, history, and traditions was provided along with immersion in daily Botswana life. The present study examines the impact of these experiences on participant growth of cultural humility and cross-cultural communication skills. Results indicated increases in cultural humility for all participants, with the greatest increases for the stages of integration and intercultural communication. Individual growth varied based on factors such as previous experiences, chronological age, and flexibility. In this paper, we discuss details of the project, results, limitations, and implications for practice. Abstract in Setswana Lenaneo la beke tse nne go ya Botswana, le le akaretsang mafatshefatshe, ebile ele la dikitso tse di farologanyeng, le ne la bopiwa go oketsa kitso ka ngwao ya Setswana le ka ha go buisanwang ka teng mo ngwaong. Kitso tse tsa ngwao, di ne di itebagantse le barutabana bale lesome le bobedi. Barutabana ba, ene ele ba jaanong le ba isago, ba ruta bana ba ba nang le autism le bogole jo bo farologaneng. Batsaya karolo ba ne ba bereka le barutabana mo makalaneng a a farologanyeng a le boroba bobedi ko Botswana, a a lebaganeng le dithuto tsa autism le bana ba ba nang le bogole. Ba dira jaana go bopa ditsamaiso tsa thuto tse di ka dirisiwang mo dikolong tsa mafatshe oo mabedi. Batsaya karolo ba ne ba tlhatlhelelwa ka tsamaiso ya thuto, ngwao, puo, ditso le tumelo mo Botswana, le gore di amana jang le matshelo a Batswana a tsatsi le letsatsi. Dipatlisiso tse di leka go kala maduo a phetogo maikutlo a batsaakarolo mo go godiseng kitso ka ngwao le dipuisano ka yone mo Botswana. Maduo a dipatlisiso a supile fa barutabana ba nnile le kgolo mo go tlhaloganyeng ngwao, go gola mo go tona e nnile go tlhaloganya dingwao tsa mafatshe ka bobedi. Se se raya gore lenaneo le, le nnile botlhokwa thata mo go bone. Go gola ga barutabana ka bongwe ka bongwe go ne go ikaegile thata ka maitemogelo a bone pele ga ba ya Botswana, dingwaga tsa bone le ka ha ba amogelang diemo tse di farologanyeng ka teng. Mo mokwalong o, re ala ka botlalo ka ha lenaneo le tsamaileng ka teng, maduo le ditlhaelo/dikgwetlho le ka fa lenaneo le ka dirisiwang ka teng go ya pele.

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Section: Global Service-learningmentioning

confidence: 99%

A Global Interdisciplinary Service-Learning Project to Develop Cultural Humility in Educators of Children with Autism and Developmental Disabilities

Rose

Cooper-Duffy

Molefe³

2023

Frontiers

View full text Add to dashboard Cite

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“…On the somewhat mundane level, volunteers might gain a new sense of efficacy and pride for having ‘made an impact’ or ‘given back’ (regardless of whether or not this is justified or accurate), or volunteers might gain a new experience which will help advance their educational or professional trajectories (Handler, 2013; O’Shea, 2014). On a more profound level, volunteers might receive a transformative learning experience: a new recognition of their social, economic and political privileges within an unequal world, a new appreciation of the ways in which their lives are entwined with the lives of others, and a new understanding of the moral and ethical obligations that such privilege and interdependence might demand of them (Crabtree, 2008; Hartman and Kiely, 2014; Mitchell, 2008). This sort of ‘gift’ from hosts to volunteers is arguably a net positive for individual volunteers and for the world at large, but it is not easily quantified and therefore not easily comparable to other ‘gifts’ that volunteers have given to hosts.…”

Section: Why Reciprocity and What Kind Of Reciprocity?mentioning

confidence: 99%

“…These approaches tend to position local partners in the role of passive recipient. A truly reciprocal exchange model, however, recognizes and prioritizes mutual benefit; neither partner is given primary concern or exclusive benefit; give and take is expected from both sides (Hartman et al ., 2014: 110; Palacios, 2010).…”

Section: Modalities Of Reciprocity In International Volunteeringmentioning

confidence: 99%

“…In line with this principle, effective programme logic models are organized with ‘dual purposes’ that explicitly outline proposed benefits to both local partners and volunteers (Hartman et al ., 2014). Because the partners often have different capacities and resources to contribute, discussions of how reciprocity can be achieved in practice often focus on the relative economic versus noneconomic exchanges that can be provided by Northern and Southern partners (Dostilio et al ., 2012: 22).…”

Section: Modalities Of Reciprocity In International Volunteeringmentioning

confidence: 99%

“…Similarly, the timing, duration and continuity of volunteer-supported programmes meet the needs of both partners. In addition, there is clear transparency in budgeting and programme design (Hartman et al ., 2014).…”

Section: Modalities Of Reciprocity In International Volunteeringmentioning

confidence: 99%

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Revisiting reciprocity in international volunteering

Lough

Oppenheim

2017

Progress in Development Studies

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This article critically examines reciprocity in international volunteering. It first highlights tensions and unintended consequences that can emerge when pursuing reciprocal relationships between host-country partners and international volunteers or volunteer-sending organizations. It then reconsiders how to determine equal or fair distribution of benefits between stakeholders when some benefits are material and some are intangible. It then presents a typology of different modalities of reciprocity practiced or aspired to by contemporary international volunteer organizations. The article aims to provoke more nuanced consideration of when, if or under what conditions different forms of reciprocity may be possible or even desirable.

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Researching language-focused study abroad through an equity lens: A research agenda

Kang

Shively

2023

Lang. Teach.

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Study abroad (SA) has long been regarded as a key component of internationalization efforts in higher education and much scholarship has investigated the practices and outcomes of SA from varied perspectives. More recently, scholars have paid growing attention to ways to increase the participation of historically marginalized students in SA, to design SA programs to meet those students’ needs, and to document their experiences abroad. Despite recent scholarship in these areas, relatively little research has employed an equity lens to address research on language-focused SA. This article puts forward language-focused SA as a possible venue to pursue equity and to provide quality education for all students, especially for historically underserved students. More specifically, we address three overarching questions: (1) What theoretical frameworks could be implemented to research SA through an equity lens?; (2) What methodological approaches could inform SA research with an equity lens?; and (3) What topics could be examined to research SA through an equity lens? Drawing on equity as a guiding principle, we discuss relevant research tasks that demonstrate specific ways to address these overarching questions in future research on language-focused SA.

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Global Service Learning

Cited by 10 publications

References 12 publications

A Global Interdisciplinary Service-Learning Project to Develop Cultural Humility in Educators of Children with Autism and Developmental Disabilities

A Global Interdisciplinary Service-Learning Project to Develop Cultural Humility in Educators of Children with Autism and Developmental Disabilities

Revisiting reciprocity in international volunteering

Researching language-focused study abroad through an equity lens: A research agenda

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