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Abstract

This auto-ethnographic study recounts the experiences of an international doctoral student in a service-learning (SL) placement. The narrative discusses the cultural and linguistic barriers that the student faced, both in the classroom and in her SL field placement. The authors use the student’s secondary sources as well as a series of reflective dialogues as data toward an analysis of the learning needs of linguistic and cultural minorities in service-learning—an as of yet underexplored area of research in service-learning pedagogy.

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