Document Type

Article

Publication Date

8-2018

Department

Social Justice and Community Engagement

Department

Social Justice and Community Engagement

Abstract

International service learning – ISL after this, has grown in volume and interest across the post-secondary educational landscape in the last two decades in the ‘North’. In attendance with this growth, has been an increasing concern regarding its capacity to be an effective and progressive set of learning and engagement practices. Most broadly, are the concerns with the neo-colonial character and legacy associated with current ISL presence in the South – the content of participant values and beliefs – how they perceive and practice their roles in these experiences. This research investigates most specifically, a concern associated with these North-South encounters of the perpetuation of the ‘other’ and racialization issues associated with such global engagement. Critical race and post-colonial theory frame an exploration of a case study of 21 volunteers and their participation views relative to a partnership developed between Habitat for Humanity in El Salvador, their Canadian university, and the host-community. The results tell us that the white participants were less able to recognize their racialized presence than the participants of colour; the participants of colour were more able to see similarities with the host community; Habitat key informants note the importance of diversity, and though have little control over this, see its benefit for learning; and finally, there was a notable gendered component that arose in this inherently intersectional experience. The results suggest some appropriate processes associated with race and privilege themes, to help ISL incorporate critical global citizenship ideas more effectively.

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