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Article
Unpacking Global Service-Learning in Developing Contexts: A Case Study from Rural Tanzania
Journal of Higher Education Outreach and Engagement
  • Ann M. Oberhauser, Iowa State University
  • Rita Daniels, Western Washington University
Document Type
Article
Publication Version
Published Version
Publication Date
1-1-2017
Abstract

This article examines intercultural aspects of global service-learning (GSL) focused on gender and sustainable development in rural Tanzania. The discussion draws from critical development and postcolonial feminist approaches to examine how GSL addresses globalization, social histories, and political economies of development. The empirical analysis is based on a program that is designed to develop global awareness, intercultural competence, and critical thinking among students and communities. The relationships, discourses, and actions of the participants are examined through written assignments, a focus group discussion, and observations of activities and the community. The findings of this study contribute to broader debates concerning experiential learning that address students’ and other participants’ global awareness and intercultural competency. This program also encourages the formation of responsible and ethical partnerships among institutions and communities where GSL is taking place. In sum, we argue that critical approaches to global service-learning ultimately advance inclusive and transformational pedagogies and development.

Comments

This article is published as Oberhauser, Ann M. and Rita Daniels (2017) “Unpacking global service-learning in developing contexts,” Journal of Higher Education Outreach and Engagement 21(4): 139-170.

Creative Commons License
Creative Commons Attribution-Noncommercial-No Derivative Works 4.0
Copyright Owner
University of Georgia
Language
en
File Format
application/pdf
Citation Information
Ann M. Oberhauser and Rita Daniels. "Unpacking Global Service-Learning in Developing Contexts: A Case Study from Rural Tanzania" Journal of Higher Education Outreach and Engagement Vol. 21 Iss. 4 (2017) p. 139 - 170
Available at: http://works.bepress.com/ann-oberhauser/7/