International service-learning provides students with another lens from which to evaluate social issues. It combines traditional study abroad experiences with service-learning work and integrates a cultural component to the students’ experience (Tonkin, 2004 AU42: The in-text citation "Tonkin, 2004" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter:
More Lessons without Borders: A Qualitative Study of International Service-Learning
Jarrad D. Plante (University of Central Florida, USA), Lauren I. Murray (University of Central Florida, USA), and Thomas D. Cox (University of Central Florida, USA)
Copyright: © 2017
|Pages: 19
DOI: 10.4018/978-1-5225-1049-9.ch098
Abstract
This paper utilizes the grounded theory method to study the ways in which service-learning participants internalize their experiences four months after returning from a three-week trip to Botswana. Grounded theory has both positivistic and phenomenological roots which sometimes leads to confusion about the method. Charmaz's social constructionist (1990) approach to the theory was used to develop and refine the research and interview protocol, identify terms and concepts, ask conceptual questions and ultimately develop results based on the levels and themes identified. Four themes were identified after engaging participants in a focus group discussion of their experiences completing international service learning: education, reorientation and acknowledgement of privilege, self-efficacy, and career goals. Additional themes were also identified after the completion of interviews with participants: cultural understanding individuals within cultures, and understanding individual lessons.