Indigenous Perspectives on Community Service-Learning in Higher Education: An Examination of the Kenyan Context
Bibliographic record
Abstract
To understand community service-learning (CSL) in global contexts, an Indigenous perspective is needed to reflect the range of contextual and historical issues. Theoretical discussions of CSL generally reference theories of experiential and reflective learning; however, work in critical pedagogy and anti-colonial discourse can be utilized to generate a framework that embraces the breadth and depth of CSL in different regions. Extant research on CSL in Africa has found that student learning and development are influenced by pressures faced by the higher education system as well as historical and contextual issues encountered by students while engaged in CSL. As discussed in this article, incorporating an Indigenous perspective within existing theoretical frameworks can enable the development of models, pedagogical approaches, and practices that reflect needs of Kenyan communities. The authors present a rationale for further CSL research in Kenya to ensure culturally sensitive, theoretically sound, and non-exploitive CSL that fosters positive outcomes for students, partner organizations, communities, and higher education institutions.
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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 | 0.030 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.010 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.004 | 0.001 |
| Research integrity | 0.000 | 0.011 |
| 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".