Close encounters of the Other kind: Ethical relationship formation and International Service Learning education
Bibliographic record
Abstract
Abstract International Service Learning (ISL) is a pedagogy designed to engage students in first-hand experiences of global social issues including poverty and inequality. There are growing concerns in the critical ISL research literature that positions of power and privilege obstruct opportunities to engage in transformative learning. Critiques are often founded on an understanding of ISL as learning about Others versus learning from Others and engaging with difference. This article considers the possibilities for a practice of ISL education that centres on the formation of socially ethical engagements with Others. It is motivated by my research on the impact of ISL practices on host communities in Tanzania. Racial and socio-economic differences are two key tensions that emerged as participants and community partners struggled to understand their respective roles in this project. Todd’s work problematizes ethical educational practices and is a valuable lens through which think about the ways that ISL may be complicit with the injustice that most practitioners and students of ISL originally seek to mitigate. Todd’s analysis built on Levinasian theory of relationship with Others is a space for ISL educators to imagine new opportunities for transformative and ethical educational practices.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".