A Promising Practice to Move from Charity to Solidarity: Community-Engaged Experiential Learning in International Development Studies
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| Title: | A Promising Practice to Move from Charity to Solidarity: Community-Engaged Experiential Learning in International Development Studies |
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| Language: | English |
| Authors: | Samantha Blostein, Elizabeth Jackson, Josephine Gaupholm |
| Source: | Journal of Higher Education Outreach and Engagement. 2025 29(3):5-22. |
| Availability: | Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Experiential Learning, Service Learning, International Education, Undergraduate Study, Undergraduate Students, Foreign Countries, Universities, School Community Relationship, Partnerships in Education, Global Approach, Educational Benefits, Course Descriptions, Networks, Educational Quality, Stakeholders, Learning Objectives |
| Geographic Terms: | Canada |
| ISSN: | 1534-6102 2164-8212 |
| Abstract: | Community-engaged experiential learning (CEEL) has emerged as a model of teaching and learning that provides postsecondary institutions with a framework for meaningfully connecting with their wider communities in ways that ensure mutual benefits. This study explores CEEL, including the challenges and value of CEEL, in the context of international development studies (IDS), using evidence from multiyear research with a 3rd-year undergraduate course offered at the University of Guelph. Using a multistakeholder approach, we examine experiences and perspectives of students, community partners, and university stakeholders to provide a comprehensive understanding of the course impacts and CEEL more broadly. Each stakeholder group identified numerous shared benefits of CEEL. This work indicates that actualizing community-engaged experiential learning that is grounded in justice and committed to critical reflection and reciprocity has the potential to dismantle knowledge hierarchies, promote solidarity, expand worldviews and project reach, and act as a catalyst for transformative change. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486299 |
| Database: | ERIC |
| Abstract: | Community-engaged experiential learning (CEEL) has emerged as a model of teaching and learning that provides postsecondary institutions with a framework for meaningfully connecting with their wider communities in ways that ensure mutual benefits. This study explores CEEL, including the challenges and value of CEEL, in the context of international development studies (IDS), using evidence from multiyear research with a 3rd-year undergraduate course offered at the University of Guelph. Using a multistakeholder approach, we examine experiences and perspectives of students, community partners, and university stakeholders to provide a comprehensive understanding of the course impacts and CEEL more broadly. Each stakeholder group identified numerous shared benefits of CEEL. This work indicates that actualizing community-engaged experiential learning that is grounded in justice and committed to critical reflection and reciprocity has the potential to dismantle knowledge hierarchies, promote solidarity, expand worldviews and project reach, and act as a catalyst for transformative change. |
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| ISSN: | 1534-6102 2164-8212 |
