Decentering the United States in International Service-Learning
Bibliographic record
Abstract
Service-learning emerged in the United States as a grassroots movement in the 1960s and 1970s and more recently has been gaining recognition in many regions of the world. As “Americanized” conceptions of service-learning circulate internationally, educators need to develop clarity about which aspects of service-learning can be adapted to diverse social, cultural, and economic contexts so as not to repeat the mistake of “exporting Western ideas and practice methodologies which may or may not be relevant”. This chapter presents an investigation that was an exploratory pilot interview study designed to compare service-learning in Ireland and in the United States in order to discern the ways in which culture and social context shape practitioners’ perceptions and practices. Service-learning in the United States and Ireland has very different histories. Yet, respondents shared similar challenges related to institutionalization, whether they were involved in a nearly 25-year project in the United States or an initiative in existence for less than a decade in Ireland.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.005 | 0.005 |
| Scholarly communication | 0.009 | 0.007 |
| Open science | 0.000 | 0.006 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.009 | 0.002 |
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 source (direct Gemma or distilled Codex), 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".