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Autor/inReynolds, Nora Reynolds
TitelParticipatory Orientation in GSL Research to Hear the Community: Who and How Matters
QuelleIn: Michigan Journal of Community Service Learning, 25 (2019) 2, S.63-81 (19 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1076-0180
SchlagwörterService Learning; Partnerships in Education; Global Approach; International Programs; School Community Relationship; Higher Education; Geographic Regions; Rural Areas; Foreign Countries; Engineering Education; College Faculty; Administrators; College Students; Community Organizations; Water; Research Methodology; Participatory Research; Nicaragua; Pennsylvania
AbstractIn this article I analyze postcolonial theory as a critical framework to improve understanding of global service-learning (GSL) partnerships. Although research on student learning outcomes from participation in GSL has grown dramatically over the past decade, scholarship on community outcomes and perspectives in GSL continues to lag. Just as participation in GSL does not necessarily result in global learning outcomes for students without intentional programming, I argue that GSL research on community perspectives does not necessarily result in ethical community-university partnerships without interrogation of who is involved and how that research happens. In this article, I pull back the curtain to describe my positionality (who) and the methods utilized (how)--including the cautionary tales and challenges encountered--to provide an example of a participatory orientation to GSL research. (As Provided).
AnmerkungenEdward Ginsberg Center for Community Service and Learning, University of Michigan. 1024 Hill Street, Ann Arbor, MI 48109-3310. Tel: 734-647-7402; Fax: 734-647-7464; Web site: http://quod.lib.umich.edu/m/mjcsl
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2021/2/06
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