Foregrounding the Voice of Prospective Host Community Stakeholders in International Service Learning

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dc.contributor.advisorKawalilak, Colleen
dc.contributor.authorGeorge, Merlene A.
dc.contributor.committeememberAndreotti, Vanessa
dc.contributor.committeememberLund, Darren E.
dc.contributor.committeememberSimmons, Marlon
dc.contributor.committeememberTweedie, M. Gregory
dc.date2019-06
dc.date.accessioned2019-01-17T20:15:08Z
dc.date.available2019-01-17T20:15:08Z
dc.date.issued2019-01-14
dc.description.abstractWhile there is a growing body of research within the area of International Service Learning (ISL), research is skewed towards an interest in Western concerns and representation. Service learning that involves stakeholders from host countries in the global South is often predicated on relationships between stakeholders that are inherently inequitable. While there is ample research on ISL, most has been concerned with the stakeholders from the global North, with little critical insight coming from the host communities. This lack of community voice only serves to uphold a cultural hegemony, negating claims by proponents of service learning of mutual benefit and reciprocity. Therefore, this collective case study sought out the perspectives of six community leaders in St. Vincent and the Grenadines to determine how they might envision a meaningful ISL initiative. The research participants’ concerns with the unequal distribution of wealth, the moral condescension exhibited by foreigners, and the lack of community voice within the global arena, made embracing ISL ventures a tenuous proposition. Evident from the findings was a Western hegemonic ethnocentrism that impacted how the participants perceived service, reciprocity, and partnership within ISL.en_US
dc.identifier.citationGeorge, M. A. (2019). Foregrounding the voice of prospective host community stakeholders in international service learning (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/35737
dc.identifier.urihttp://hdl.handle.net/1880/109476
dc.language.isoenen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectInternational Service Learningen_US
dc.subjectPostcolonial theoryen_US
dc.subjectCaribbeanen_US
dc.subjectSt. Vincent and the Grenadinesen_US
dc.subjectHost Communityen_US
dc.subjectGlobal Citizenship Educationen_US
dc.subjectPartnershipen_US
dc.subjectReciprocityen_US
dc.subject.classificationEducation--Adult and Continuingen_US
dc.subject.classificationEducation--Community Collegeen_US
dc.subject.classificationEducation--Curriculum and Instructionen_US
dc.subject.classificationEducation--Higheren_US
dc.titleForegrounding the Voice of Prospective Host Community Stakeholders in International Service Learningen_US
dc.typedoctoral thesisen_US
thesis.degree.disciplineEducation Graduate Program – Educational Researchen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameDoctor of Education (EdD)en_US
ucalgary.item.requestcopytrue
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