A Reflection on the Broader, Systemic Impacts of Youth Volunteer Abroad Programmes: A Canadian Perspective

Autor/inn/en	Pluim, Gary W. J.; Jorgenson, Shelane R.
Titel	A Reflection on the Broader, Systemic Impacts of Youth Volunteer Abroad Programmes: A Canadian Perspective
Quelle	In: Intercultural Education, 23 (2012) 1, S.25-38 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2012.664751
Schlagwörter	Social Justice; Foreign Countries; Volunteers; Ethics; Citizenship; Criticism; Cultural Awareness; Transformative Learning; Experiential Learning; Youth; Service Learning; Political Influences; Foreign Policy; Economic Development; Canada Natives; Community Involvement + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ausland; Freiwilliger; Ethik; Staatsbürgerschaft; Kritik; Cultural identity; Kulturelle Identität; Pädagogische Transformation; Experiental learning; Erfahrungsorientiertes Lernen; Jugend; Jugendlicher; Jugendalter; Service-Learning; Political influence; Politischer Einfluss; Außenpolitik; Wirtschaftsentwicklung
Abstract	Despite the increasing popularity and appeal of youth volunteer abroad (YVA) programmes, powerful critiques are emerging. While these programmes tend to promise much in the way of global ethics and global citizenship in youth participants, they often neglect to seriously interrogate the one-way movement of people from the centre to the periphery and valorize the knowledge and perspectives of the host communities. These programmes, especially those not geared toward social justice and facilitating youth through the struggles and aftermath of experiential and transformative education, have the potential to perpetuate the same neo-colonial practices they seek to overcome. This article examines the benefits, context and history of YVA in Canada, analyses them under a post-colonial theoretical framework, discusses the gaps between theory and practice and proposes alternative ways that researchers, practitioners and policy-makers can redress the colonial implications of YVA programmes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10