"A Pesar De Las Fronteras"/"In Spite of the Boundaries": Exploring Solidarity in the Context of International Service Immersion

Autor/inn/en	Gates, Alice B.; Fletcher, C. Vail; Ruíz-Tolento, María Guadalupe; Goble, Laura; Velloso, Tadeu
Titel	"A Pesar De Las Fronteras"/"In Spite of the Boundaries": Exploring Solidarity in the Context of International Service Immersion
Quelle	In: Journal of Higher Education Outreach and Engagement, 18 (2014) 3, S.57-82 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Service Learning; Qualitative Research; Teacher Attitudes; Student Attitudes; Models; Community Leaders; Cultural Awareness; Family Environment; Cultural Differences; Social Differences; Classification; Foreign Countries; International Education; Participant Observation; Grounded Theory; Study Abroad; Power Structure; Parent Attitudes; Cooperation; Undergraduate Students; Semi Structured Interviews; Immersion Programs; Nicaragua; Oregon + Suchen Sie Ihr Suchwort? Service-Learning; Qualitative Forschung; Lehrerverhalten; Schülerverhalten; Analogiemodell; Community leadership; Gemeindeleitung; Cultural identity; Kulturelle Identität; Familienmilieu; Kultureller Unterschied; Sozialer Unterschied; Classification system; Klassifikation; Klassifikationssystem; Ausland; Internationale Erziehung; Teilnehmende Beobachtung; Studies abroad; Auslandsstudium; Elternverhalten; Co-operation; Kooperation; Immersionsprogramm
Abstract	The move to "internationalize" United States universities has contributed to increased interest in global service-learning. This article presents qualitative data collected by a team of faculty and students during a service immersion in Nicaragua. The solidarity model of service-learning attempts to address shortcomings of earlier approaches and deserves further examination. This study illuminated the dynamics of solidarity from a largely unexplored perspective: host families and community leaders. The analysis revealed that difference and inequality are salient themes and shape the relationships and possibilities for joint action between U.S. students and their hosts. A typology is suggested that includes symbolic, instrumental, and pragmatic performances of solidarity. By highlighting the perspective of Nicaraguan hosts, this study fills an important gap in the literature on service-learning. It also contributes to the conceptual elaboration of an often heard but rarely defined concept: solidarity. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://www.jheoe.uga.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10