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Books > Social sciences > Education > Higher & further education > Open learning & distance education
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Crossing Boundaries - Tension and Transformation in International Service-Learning (Hardcover)
Loot Price: R4,495
Discovery Miles 44 950
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Crossing Boundaries - Tension and Transformation in International Service-Learning (Hardcover)
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Are there better ways to address community challenges than
expending funds on international service-learning? In attempting to
wed learning and service, are we are exploiting the "other" for
new, or recycled, aims? As these questions attest, of all types of
service-learning, international service-learning (ISL) most starkly
illuminates the tensions between the liberatory and oppressive
potentials of practice. This book explores the ramifications of
realizing a new age of service-learning that pushes beyond single
episodic course-based projects to rebalance student learning and
community outcome priorities, and provides insight into what it
looks like in its execution. In describing eleven international
programs designed to achieve reciprocal, sustained relationships in
which learning is co-created, the contributors reveal their
struggles to change the balance of power relationships and move to
a more transformative practice. Common themes are the developmental
nature of this work; the recognition that it takes multiple
attempts, often over years, for an individual or an institution to
get this work even nearly right; that resolving the challenges of
unequal resources, power, and privilege can never be completely
erased; and that attention has to be given to the micro-level
details. What emerge are seven guiding principles that define the
nature of partnerships in liberatory practice, and that apply to
all forms of service learning. They must be: strategic--linked to
the mission and expertise of the institution; long-term;
multifaceted--allowing both partners to play a multiplicity of
roles; developmental in building capacities; contextualized in
historic and cultural understanding; fully reciprocal; and create
the potential for community-driven change. In addressing the
problematic nature of ISL, and of service-learning in general, this
book interrogates whether its experiences create the necessary
conditions for the formation of individual values, convictions, and
action; and whether their pivotal teaching and learning moments are
indeed replicable and transferable across individual, institutional
and even cultural contexts. Its conclusions and insights will be of
intense interest to administrators and practitioners alike.
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