Abstract
This paper aims to identify and present what research perspectives are currently practiced in the field of international service learning (ISL) in higher education. The author gathered articles on ISL from high-profile publications and analyzed the methodological lens from which each study was conducted. Using the knowledge-constitutive framework of Jürgen Habermas, each article was categorized as technical, practical, or critical. The author found that while the majority of studies in the ISL field are conducted from a practical research interest, the articles most commonly cited are technical. This analysis is followed by an exploration as to why research interests are relevant and which interests may be most appropriate for studying transformative international service learning programming in higher education. This paper then answers the following queries: Is it possible to capture transformative education experiences through a technical or practical research interest? Can we as researchers expect to contribute to the practice of transformational learning if our research interest does not align with the pedagogy being researched? And, if researchers recognize the value of critical methodologies, why are practical and technical interest studies more frequently conducted and cited in the field?
Recommended Citation
Arends, Jessica
(2013)
"Current Research Interests in International Service-Learning,"
Journal of Community Engagement and Higher Education: Vol. 5:
Iss.
2, Article 1.
Available at:
https://scholars.indianastate.edu/jcehe/vol5/iss2/1
Included in
Civic and Community Engagement Commons, Community-Based Learning Commons, Community-Based Research Commons, Community Psychology Commons, Curriculum and Social Inquiry Commons, Scholarship of Teaching and Learning Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Policy Commons