Essential Participants: Centering the Experiences of Southern Hosts in Global Service-Learning Pedagogy and Practice
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
In this paper we are concerned with the ways in which hosts are often excluded from scholarship and programming of global service learning. By global service learning (GSL), we mean a multiplicity of programs that occur facilitating service work for people across borders, generally with volunteers moving from the North to the South. We present findings from a research project conducted in 2014 with 37 host families. We circulated a survey to better understand host experiences of, expectations of, and hopes for GSL. Drawing on these survey results we provide some prompting questions for GSL participants (both students and program designers) to shift focus from student experience to relationship and mutuality. Using global service learning literature, critical disability theory and critical pedagogy through an intersectional lens, we center questions of uneven labor, accessibility, and structures of inequity. Three main themes emerged from our data: mutuality, gendered labor, and preparation. We present several infographic images capturing themes from the study to facilitate discussions with students who are preparing for GSL experiences and for those who are leading and designing programming. Our intention is to provide tools for educators to center the voices, desires, and motivations of Southern hosts in all of their GSL preparations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| 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 it