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Decolonizing International Service Learning
Pre- and Post-COVID Perspectives
Series:
Despite the existence of a robust literature reviewed throughout this text which critiques salvationist models of international Service Learning (ISL), including literature that advocates deeply reciprocal relationships between global northern sending organizations and global southern host organizations, neocolonial models of ISL remain the dominant practice. The authors pose an ISL model that puts north/south reciprocity at the entre of ISL planning and implementation â based on their research and engagement in multiple ISL experiences and, importantly, from the input of representatives of global southern host organizations at a south-south gathering (encuentro).
This constitutes a rupture with the current model that views the host village as an extension of a group leaderâs classroom; rather, it makes the host community a space for difficult learning based on what hosts want their visitors to take home.
The interruptions of ISL travel represented by COVID constituted an opportunity to consider alternative models; despite the awareness of environmental impacts of travel, it is likely that ISL trips will resume. It is, therefore, increasingly important that the ISL experience becomes a means of generating solidarity rather than the reinforcement of neocolonial âhelping imperativesâ associated with the traditional model.
This constitutes a rupture with the current model that views the host village as an extension of a group leaderâs classroom; rather, it makes the host community a space for difficult learning based on what hosts want their visitors to take home.
The interruptions of ISL travel represented by COVID constituted an opportunity to consider alternative models; despite the awareness of environmental impacts of travel, it is likely that ISL trips will resume. It is, therefore, increasingly important that the ISL experience becomes a means of generating solidarity rather than the reinforcement of neocolonial âhelping imperativesâ associated with the traditional model.
Michael OâSullivan, Ed.D. (2001), Associate Professor of Comparative and International Education at the Faculty of Education at Brock University, Canada. His research interests include critical pedagogy, the experience of international students in Canadian universities, and global citizenship and experiential education.
Harry Smaller, Ph.D. (1988), Associate Professor Emeritus, York University Faculty of Education. Research interests include International and Comparative Education, Teachersâ Unions (Historical and Contemporary), Tracking/Streaming of Students.
Harry Smaller, Ph.D. (1988), Associate Professor Emeritus, York University Faculty of Education. Research interests include International and Comparative Education, Teachersâ Unions (Historical and Contemporary), Tracking/Streaming of Students.
Introduction: Why This Book?
1 History of ISL Programs, Traditional Research, and Colonialist Perspectives
â1 Introduction
â2 Defining the Service Learning ProjectâTensions and Critiques
â3 âSocial JusticeââWhat Does the Term Mean and What Are Its ISL Implications?
â4 Continuing Critiques of Traditional ISL ApproachesâTwo Notable Examples
â5 Experiential LearningâDefinitions, Applications, and Critiques
â6 Service LearningâIs There a Continuum from Traditional to Critical?
â7 Critical/Transformative Service Learning
â8 Decolonization
â9 Imagining the World Differently
â10 Discussion
2 Our Involvement in ISL, Overview of Our and Related Recent Research, and Our Research Methodology
â1 Background to the StudyâOur Experiences with ISL Programs
â2 Exploring the Relevant Research Literature
â3 Planning the Empirical Phase of Our Study
â4 Selection of Community Sites for Researching
â5 Engagement in the Communities
â6 Analyzing the Interview Results
3 Village Experiences with and Perspectives of ISL: Research Findings
â1 Findings
â2 Discussion
4 ISL Program Leadersâ Experiences and Perspectives: Research Findings
â1 The Program Leaders
â2 Significant Issues Raised by the Program Leaders
â3 Summary
5 The Village That Said âNoâ: Research Findings
â1 We Hear about St. Ignatius
â2 Background to St. Ignatius
â3 Decision to Host ISL Groups in the Village
â4 The Visitors
â5 The SICDA ISL Program Runs into Difficulties
â6 Discussion
â7 Conclusions
6 A Nicaraguan/Guatemalan Encuentro: Villagers Hosting International Service-Learning Groups Reflect on Their Experiences
â1 Preparing for the Encuentro
â2 The Encuentro Participants
â3 Activities during and Following the Three-Day Event
â4 Discussion of ISL Issues of Interest/Concern to Encuentro Participants
â5 Discussion
â6 Conclusions
7 Effects of COVID-19 on Existing ISL Programs
â1 Overview of the COVID-19 PandemicâGeneral Global Effects
â2 Reports from Coordinators and Participants
â3 Disruption of ISL Programs by COVID-19
â4 One Silver Lining of the PandemicâAn Opportunity for Raising Questions
â5 Development and Implementation of Alternatives to Traditional ISL Approaches
â6 Service LearningâPros and Cons
â7 âVirtualâ ApproachesâPros and Cons
â8 Summary
8 Decolonizing ISL Programs: Post-Pandemic Perceptions and Possibilities
â1 Neo-Colonialism/Decoloniality and International Service Learning
â2 Challenging the Colonial Characteristics of Traditional ISL
â3 ISL Visits: A Distraction or a Potential Decolonizing Learning Experience for Both Partners to the Encounter?
â3 How Might ISL Programs Be Changed to Reflect True NorthâSouth Equity and Solidarity?
â3 Applying Elements of Andreottiâs heads up to ISL Trip Preparation
â3 Decolonizing ISL
â3 Conclusion
9 Conclusions
Index
1 History of ISL Programs, Traditional Research, and Colonialist Perspectives
â1 Introduction
â2 Defining the Service Learning ProjectâTensions and Critiques
â3 âSocial JusticeââWhat Does the Term Mean and What Are Its ISL Implications?
â4 Continuing Critiques of Traditional ISL ApproachesâTwo Notable Examples
â5 Experiential LearningâDefinitions, Applications, and Critiques
â6 Service LearningâIs There a Continuum from Traditional to Critical?
â7 Critical/Transformative Service Learning
â8 Decolonization
â9 Imagining the World Differently
â10 Discussion
2 Our Involvement in ISL, Overview of Our and Related Recent Research, and Our Research Methodology
â1 Background to the StudyâOur Experiences with ISL Programs
â2 Exploring the Relevant Research Literature
â3 Planning the Empirical Phase of Our Study
â4 Selection of Community Sites for Researching
â5 Engagement in the Communities
â6 Analyzing the Interview Results
3 Village Experiences with and Perspectives of ISL: Research Findings
â1 Findings
â2 Discussion
4 ISL Program Leadersâ Experiences and Perspectives: Research Findings
â1 The Program Leaders
â2 Significant Issues Raised by the Program Leaders
â3 Summary
5 The Village That Said âNoâ: Research Findings
â1 We Hear about St. Ignatius
â2 Background to St. Ignatius
â3 Decision to Host ISL Groups in the Village
â4 The Visitors
â5 The SICDA ISL Program Runs into Difficulties
â6 Discussion
â7 Conclusions
6 A Nicaraguan/Guatemalan Encuentro: Villagers Hosting International Service-Learning Groups Reflect on Their Experiences
â1 Preparing for the Encuentro
â2 The Encuentro Participants
â3 Activities during and Following the Three-Day Event
â4 Discussion of ISL Issues of Interest/Concern to Encuentro Participants
â5 Discussion
â6 Conclusions
7 Effects of COVID-19 on Existing ISL Programs
â1 Overview of the COVID-19 PandemicâGeneral Global Effects
â2 Reports from Coordinators and Participants
â3 Disruption of ISL Programs by COVID-19
â4 One Silver Lining of the PandemicâAn Opportunity for Raising Questions
â5 Development and Implementation of Alternatives to Traditional ISL Approaches
â6 Service LearningâPros and Cons
â7 âVirtualâ ApproachesâPros and Cons
â8 Summary
8 Decolonizing ISL Programs: Post-Pandemic Perceptions and Possibilities
â1 Neo-Colonialism/Decoloniality and International Service Learning
â2 Challenging the Colonial Characteristics of Traditional ISL
â3 ISL Visits: A Distraction or a Potential Decolonizing Learning Experience for Both Partners to the Encounter?
â3 How Might ISL Programs Be Changed to Reflect True NorthâSouth Equity and Solidarity?
â3 Applying Elements of Andreottiâs heads up to ISL Trip Preparation
â3 Decolonizing ISL
â3 Conclusion
9 Conclusions
Index
Researchers, senior undergraduate and graduate students interested in decolonial modes of experiential education; and ISL practitioners.