Van Moer, Eva

Verbist, Gerlinde

English

UIBrepositori  (Universitat de les Illes Balears)

 - 89 - SESSION 4.2 SERVICE-LEARNING IN AN INTERNATIONAL CONTEXT  Challenges and recommendations of  an International Service-Learning Trajectory Van Moer, Eva1, Verbist, Gerlinde2 1 University of Antwerp. eva.vanmoer@uantwerpen.be  2 University of Antwerp. gerlinde.verbist@uantwerpen.be   Conference track: Best practices & practical experiences in service learning  Keywords: international service-learning, educational design, cross-cultural, case-study  Abstract: Service-learning is the pedagogy par excellence for promoting societal learning and for implementing global, social, intercultural and civic issues during international study experiences (Hovey & Weinberg, 2009). Students learn through direct interaction and cross-cultural dialogue with others. The intention is for students to effectively contribute to the local community of a host country through their engagement. During this direct interaction, they experience cultural differences and learn how to navigate them. In practice, we rightly see a growth in international service-learning journeys and increased attention to social engagement and service-learning project in European collaborations (e.g., Young Universities of the Future of Europe Alliance). An international service-learning project can take various forms. It can involve a service-learning experience within Europe or beyond (North-South dimension). Additionally, international service-learning can entail complete immersion in another environment (physical mobility), online/virtual mobility, or a mix of both (blended mobility) (Albanesi e.a., 2022). Each form has its own advantages and difficulties. Through a concrete case study, namely the Community Service Learning-Challenge - a course created within the framework of the Young Universities of the Future of Europe Alliance at the University of Antwerp (Belgium)- we focus on an example of international service-learning from a European perspective with physical mobility. This means that students from European universities are completely immersed in the Antwerp community. During the presentation, we outline the setup of this challenge using several specific questions: - How is collaboration with societal partners carried out? Here, we emphasize the importance of reciprocity, where collaboration and knowledge exchange occur with mutual respect among all involved parties. We also focus on the preparation of the international service-learning project. - What is aimed for during the semester? In this part, we explore the design of the trajectory. We focus on how intercultural insights and perspectives on societal engagement are shared among students and between students and community members (Crabtree, 2008, 2011). - What works well? What is still challenging? In response to these questions, strengths, challenges, and pitfalls are explained. Specifically, we focus on the concept of the ‘tourist gaze’ (Urry, 2002) and finding the right match between students and community partners.  - 90 - Finally, we provide some conclusions and recommendations for developing an international service-learning project. References: Albanesi, C., Compare, C., Guarino, A., & Pollack, S. (2022). University Community Learning (UNICORN): Staff Training Handbook. Erasmus+ Programme of the European Union, Project Reference N.2019-1- IT02-KA203-063122, https://site.unibo.it/unicorn-eu/en Crabtree, R.D. (2008). Theoretical foundations for international service learning. Michigan Journal of Community Service Learning, 14(3), 18-36. Crabtree, R.D. (2011). Review essay: Progress and promise for international service learning. Michigan Journal of Community Service Learning, spring, 78-82. Hovey, R., & Weinberg, A. (2009). Global learning and the making of citizen diplomats. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 33- 48). Routledge. Urry, J. (2002). The Tourist Gaze (2nd ed.). Sage. (Original work published 1990)  

Challenges and recommendations of an International Service-Learning Trajectory

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Challenges and recommendations of an International Service-Learning Trajectory

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