Indigenous Perspectives on Community Service-Learning in Higher Education: An Examination of the Kenyan Context

Abstract

To understand community service-learning (CSL) in global contexts, an Indigenous perspective is needed to reflect the range of contextual and historical issues. Theoretical discussions of CSL generally reference theories of experiential and reflective learning; however, work in critical pedagogy and anti-colonial discourse can be utilized to generate a framework that embraces the breadth and depth of CSL in different regions. Extant research on CSL in Africa has found that student learning and development are influenced by pressures faced by the higher education system as well as historical and contextual issues encountered by students while engaged in CSL. As discussed in this article, incorporating an Indigenous perspective within existing theoretical frameworks can enable the development of models, pedagogical approaches, and practices that reflect needs of Kenyan communities. The authors present a rationale for further CSL research in Kenya to ensure culturally sensitive, theoretically sound, and non-exploitive CSL that fosters positive outcomes for students, partner organizations, communities, and higher education institutions.

Service-learning’s impact on dental students’ attitude to community service

“…Service learning is a planned learning activity or community-centered education that is recommended for achieving academic goals while also learning community service. Reflection, community partner participation, and maintaining a balance between learning and service are all important components of service learning [ 8 , 9 ]. It exemplifies an approach that connects young people with institutions that serve the larger community.…”

Global Service-Learning: A Systematic Review of Principles and Practices

“…In contrast, traditional service-learning can serve to highlight social divides and hierarchies between groups. Beyond this, critical justice-oriented approaches make space for explicitly anticolonial lenses (VanLeeuwen et al, 2017). It also requires the critical servicelearning practitioner to identify as a social change agent and to work through this identity (Latta et al, 2018).…”