The Role of International Service-Learning in Cultivating Global Citizenship and Leadership

2018 ◽  
Vol 2018 (160) ◽  
pp. 97-108
Author(s):  
David P. Santulli
Keyword(s):  
Service Learning ◽  
Global Citizenship ◽  
International Service Learning ◽  
International Service

scholarly journals Role of Emotional Entropy and Ethnocentric Paradigms in International Service-Learning

2020 ◽  
Vol 12 (Winter) ◽  
pp. 13-46
Author(s):  
Christine Cress ◽  
Thomas Van Cleave
Keyword(s):  
Service Learning ◽  
Cognitive Dissonance ◽  
Transformational Learning ◽  
Culture Shock ◽  
American Student ◽  
Pedagogical Model ◽  
International Service Learning ◽  
International Service ◽  
Global Agency

Transformational learning in international service-learning experiences can by stymied by cultural ignorance and culture shock. Cognitive dissonance and emotional entropy are especially salient in American student encounters in India. Based upon three program years of data a pedagogical model for dismantling ethnocentric paradigms supports students’ development of culturally-contextualized global agency development.

scholarly journals The Role of International Service-Learning in Facilitating Undergraduate Students’ Self-Exploration

2016 ◽  
Vol 20 (5) ◽  
pp. 416-436 ◽  
Author(s):  
Min Yang ◽  
Lillian Yun Yung Luk ◽  
Beverley Joyce Webster ◽  
Albert Wai-lap Chau ◽  
Carol Hok Ka Ma
Keyword(s):  
Service Learning ◽  
Undergraduate Students ◽  
International Service Learning ◽  
International Service

Institutionalizing Global Citizenship

2016 ◽  
Vol 21 (1) ◽  
pp. 65-80 ◽  
Author(s):  
Fatih Aktas ◽  
Kate Pitts ◽  
Jessica C. Richards ◽  
Iveta Silova
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
Personal Development ◽  
Global Citizenship ◽  
Mission Statements ◽  
Language Programs ◽  
International Service Learning ◽  
International Service ◽  
Global World ◽  
Higher Education Internationalization

While higher education internationalization efforts have traditionally been associated with the expansion of study abroad experiences, the recruitment of international students and scholars, as well as the growth of area studies and language programs, the past decade has seen an increase in a variety of multi-disciplinary approaches to “global citizenship” programs. These programs typically involve international service learning, international internships, study abroad, and academic study, which all work to provide students with “global” experiences. The aim of these experiences is to enhance students’ academic, professional, and personal development and expand their horizons to prepare them to function effectively in the “global” world. Building on Andreotti’s concept of critical global citizenship, this study examines how universities institutionalize global citizenship in their curricula by analyzing program mission statements, goals, and curriculum materials. Focusing on degree- and certificate-granting global citizenship programs, the study examines the different ways of conceptualizing “global citizenship” and discusses their implications for social justice and equity at both the theoretical and programmatic levels.

scholarly journals International Service-Learning: Rethinking the Role of Emotions

2017 ◽  
Vol 40 (3) ◽  
pp. 279-294 ◽  
Author(s):  
Marianne A. Larsen
Keyword(s):  
Service Learning ◽  
Emotional Experience ◽  
Emotional Responses ◽  
International Service Learning ◽  
International Service ◽  
Emotional Dimensions ◽  
Mind Maps ◽  
Transformation Processes

Existing research on international service-learning (ISL) only implicitly alludes to emotions or considers emotions as a limited vehicle through which the more important work of learning occurs. This study set out to shift this focus on emotions to show how emotions are an integral part of the overall ISL experience. The aim was to understand how an ISL internship was an emotional experience for the student participants through the lens of noncognitive process theory of emotions. This was a qualitative case study of the experiences of 10 university students who engaged in an ISL internship in East Africa. Data collection instruments included preinternship surveys and emotional mind maps, postinternship surveys, and interviews. The study demonstrated that ISL can be a highly charged, emotional experience for student participants. The author argues that emotional responses are not simply a limited catalyst through which learning and transformation transpires, but constitutes forms of understanding in and of themselves. This points to the need for ISL researchers and practitioners to shift their preconceptions about the value of emotions in learning and transformation processes and attend to the emotional dimensions of ISL in their research and the implementation of these programs.

Community Involvement and Benefits From an International Service Learning Program

2017 ◽  
Vol 2 (7) ◽  
pp. 5-12 ◽  
Author(s):  
Lata A. Krishnan ◽  
Christi Masters ◽  
Jennifer M. Simpson
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Community Involvement ◽  
Learning Program ◽  
Short Term ◽  
International Service Learning ◽  
International Service ◽  
Short Term Study ◽  
Service Activities ◽  
Study Abroad Program

Service learning (SL) is a form of experiential learning in which students are involved in community service activities that are related to academic course objectives. A key aspect that separates SL from other forms of experiential learning is the mutually beneficial nature of the service activities. Much of the SL and international SL (ISL) literature has focused on positive learning outcomes for students, with much less focus on the benefits of SL to the community. Speech, Language, and Hearing Services (SLHS) in Zambia is an intensive SL short-term study abroad program. This paper describes the benefits to the community via the SLHS in Zambia program.

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