Transnational Solidarity Histories in International Service Learning: A Nicaraguan Case Study
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Background: Critical literature examining international service learning does not examine the historical formations or expectations and experiences of hosts in depth. Most studies focus on either a critical examination of colonial or imperial history or a wide analysis of host perceptions without the same critical attention to history. Purpose: The research reported in this article focuses on the experiences and histories of Nicaraguan hosts in international service learning. Methodology/Approach: The research includes a qualitative case study and draws on in-depth interviews with 21 Nicaraguan hosts. The research was conducted in 2014 and 2015 as a part of a larger study which also included volunteers. Findings/Conclusions: Nicaraguans who participated in international service learning did so with intentional outcomes that are shaped through Nicaraguan histories of transnational solidarity. This intentional participation meant that programming was cultivated with the hopes for politicized learning outcomes. Implications: International service learning is a complex and problematic pedagogy as has been well documented in the literature. Seeking to understand, however, the motivations and expectations of hosts as contextualized in their own historical formations, cultures and desires can provide alternative frameworks and imagining for international service learning practices.
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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 | 0.001 | 0.000 |
| 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 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it