000			06288nam a22005298i 4500
001			BRILL9789004547483
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005			20260610105213.0
007			cr un uuuua
008			230413s2023 gw sb 001 0 eng d
010			_a 2023014754
020			_a9789004547483 _q(electronic book)
020			_a9789004547490 _q(print)
024	7		_a10.1163/9789004547483 _2DOI
035			_z(OCoLC)1375295780
040			_aNL-LeKB _cNL-LeKB _erda
041			_aeng
050		4	_aLC220.5
072		7	_aEDU _x000000 _2bisacsh
072		7	_aJN _2bicssc
082	0	4	_a370.116 _223
100	1		_aSullivan, Michael O', _eauthor.
245	1	0	_aDecolonizing International Service Learning : _bPre- and Post-COVID Perspectives / _cMichael O’Sullivan and Harry Smaller.
246	3		_aPre- and Post-COVID Perspectives
264		1	_aLeiden ; _aBoston : _bBrill, _c2023.
264		4	_c©2023
300			_a1 online resource (162 pages) : _billustrations.
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aAnti-colonial Educational Perspectives for Transformative Change ; _v13
490	1		_aEducational Research E-Books Online, Collection 2023
504			_aIncludes bibliographical references and index.
505	0		_tIntroduction: Why This Book? -- 1 History of ISL Programs, Traditional Research, and Colonialist Perspectives -- 1 Introduction -- 2 Defining the Service Learning Project - Tensions and Critiques -- 3 ''Social Justice" - What Does the Term Mean and What Are Its ISL Implications? -- 4 Continuing Critiques of Traditional ISL Approaches - Two Notable Examples -- 5 Experiential Learning - Definitions, Applications, and Critiques -- 6 Service Learning - Is There a Continuum from Traditional to Critical? -- 7 Critical/Transformative Service Learning -- 8 Decolonization -- 9 Imagining the World Differently -- 10 Discussion -- 2 Our Involvement in ISL, Overview of Our and Related Recent Research, and Our Research Methodology -- 1 Background to the Study - Our Experiences with ISL Programs -- 2 Exploring the Relevant Research Literature -- 3 Planning the Empirical Phase of Our Study -- 4 Selection of Community Sites for Researching -- 5 Engagement in the Communities -- 6 Analyzing the Interview Results -- 3 Village Experiences with and Perspectives of ISL: Research Findings -- 1 Findings -- 2 Discussion -- 4 ISL Program Leaders' Experiences and Perspectives: Research Findings -- 1 The Program Leaders -- 2 Significant Issues Raised by the Program Leaders -- 3 Summary -- 5 The Village That Said ''No": Research Findings -- 1 We Hear about St. Ignatius -- 2 Background to St. Ignatius -- 3 Decision to Host ISL Groups in the Village -- 4 The Visitors -- 5 The SICDA ISL Program Runs into Difficulties -- 6 Discussion -- 7 Conclusions -- 6 A Nicaraguan/Guatemalan Encuentro: Villagers Hosting International Service-Learning Groups Reflect on Their Experiences -- 1 Preparing for the Encuentro -- 2 The Encuentro Participants -- 3 Activities during and Following the Three-Day Event -- 4 Discussion of ISL Issues of Interest/Concern to Encuentro Participants -- 5 Discussion -- 6 Conclusions -- 7 Effects of COVID-19 on Existing ISL Programs -- 1 Overview of the COVID-19 Pandemic - General Global Effects -- 2 Reports from Coordinators and Participants -- 3 Disruption of ISL Programs by COVID-19 -- 4 One Silver Lining of the Pandemic - An Opportunity for Raising Questions -- 5 Development and Implementation of Alternatives to Traditional ISL Approaches -- 6 Service Learning - Pros and Cons -- 7 ''Virtual" Approaches - Pros and Cons -- 8 Summary -- 8 Decolonizing ISL Programs: Post-Pandemic Perceptions and Possibilities -- 1 Neo-Colonialism/Decoloniality and International Service Learning -- 2 Challenging the Colonial Characteristics of Traditional ISL -- 3 ISL Visits: A Distraction or a Potential Decolonizing Learning Experience for Both Partners to the Encounter? -- 3 How Might ISL Programs Be Changed to Reflect True North-South Equity and Solidarity? -- 3 Applying Elements of Andreotti's heads up to ISL Trip Preparation -- 3 Decolonizing ISL -- 3 Conclusion -- 9 Conclusions -- Index.
520			_aDespite 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 - 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 leader's 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 ''helping imperatives" associated with the traditional model. .
546			_aEnglish
588			_aDescription based on print version record.
650		0	_aEducation and globalization.
650		0	_aExperiential learning _xCross-cultural studies.
650		0	_aWorld citizenship.
700	1		_aSmaller, Harry, _eauthor.
776	0	8	_iPrint version: _tDecolonizing International Service Learning : Pre- and Post-COVID Perspectives. _dLeiden ; Boston : Brill, 2023. _z9789004547490 _w(DLC) 2023014753
830		0	_aAnti-colonial Educational Perspectives for Transformative Change ; _v13.
830		0	_aEducational Research E-Books Online, Collection 2023.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004547483
999			_c27481 _d27481