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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
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
FullText Links:
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  Data: A Promising Practice to Move from Charity to Solidarity: Community-Engaged Experiential Learning in International Development Studies
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  Data: <searchLink fieldCode="AR" term="%22Samantha+Blostein%22">Samantha Blostein</searchLink><br /><searchLink fieldCode="AR" term="%22Elizabeth+Jackson%22">Elizabeth Jackson</searchLink><br /><searchLink fieldCode="AR" term="%22Josephine+Gaupholm%22">Josephine Gaupholm</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Higher+Education+Outreach+and+Engagement%22"><i>Journal of Higher Education Outreach and Engagement</i></searchLink>. 2025 29(3):5-22.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Service+Learning%22">Service Learning</searchLink><br /><searchLink fieldCode="DE" term="%22International+Education%22">International Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Universities%22">Universities</searchLink><br /><searchLink fieldCode="DE" term="%22School+Community+Relationship%22">School Community Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Global+Approach%22">Global Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Networks%22">Networks</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Quality%22">Educational Quality</searchLink><br /><searchLink fieldCode="DE" term="%22Stakeholders%22">Stakeholders</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Objectives%22">Learning Objectives</searchLink>
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  Data: 1534-6102<br />2164-8212
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  Label: Abstract
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  Data: 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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  Data: EJ1486299
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 5
    Subjects:
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Service Learning
        Type: general
      – SubjectFull: International Education
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Universities
        Type: general
      – SubjectFull: School Community Relationship
        Type: general
      – SubjectFull: Partnerships in Education
        Type: general
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Course Descriptions
        Type: general
      – SubjectFull: Networks
        Type: general
      – SubjectFull: Educational Quality
        Type: general
      – SubjectFull: Stakeholders
        Type: general
      – SubjectFull: Learning Objectives
        Type: general
      – SubjectFull: Canada
        Type: general
    Titles:
      – TitleFull: A Promising Practice to Move from Charity to Solidarity: Community-Engaged Experiential Learning in International Development Studies
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            NameFull: Elizabeth Jackson
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