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Liberating and meaningful: Program planning theory in a global service-learning context

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Abstract:

One of the most significant elements of service learning pedagogy is the intentionally-supported stage of reflection upon experience. In the context of international service learning, the academic setting extends beyond the borders of the home university and departmental faculty to community liaisons and “other” institutions. How does program planning theory productively engage international experiences and reflection and what are its limits in cross-cultural and asymmetrically-structured environments? Where do content and outcomes intersect and where do they diverge? This paper explores the unique challenges embedded in international service learning and opportunities for extending program planning theory in international contexts.

Author's Keywords:

service learning
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


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URL: http://citation.allacademic.com/meta/p486415_index.html
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MLA Citation:

Larkin, Allyson. "Liberating and meaningful: Program planning theory in a global service-learning context" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p486415_index.html>

APA Citation:

Larkin, A. "Liberating and meaningful: Program planning theory in a global service-learning context" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p486415_index.html

Publication Type: Panel Paper
Abstract: One of the most significant elements of service learning pedagogy is the intentionally-supported stage of reflection upon experience. In the context of international service learning, the academic setting extends beyond the borders of the home university and departmental faculty to community liaisons and “other” institutions. How does program planning theory productively engage international experiences and reflection and what are its limits in cross-cultural and asymmetrically-structured environments? Where do content and outcomes intersect and where do they diverge? This paper explores the unique challenges embedded in international service learning and opportunities for extending program planning theory in international contexts.


Similar Titles:
How Learning Works: Community Service-Learning in the Context of Labor and Workplace Studies

Do-It-Yourself Service-Learning: Using Service-Learning as a Program for Institutional Development

Working to Learn and Learning to Work: A Profile of Service-Learning Courses in University Public Relations Programs


 
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