Positivist+or+participatory-Is+there+irony+in+international+service-learning+research?

**Positivist or participatory: Is there irony in international service-learning research?** Jessica Arends, Instructor, Pennsylvania State University [jha10@psu.edu] Nicole Webster, Instructor, Pennsylvania State University [nsw10@psu.edu] 

** Keywords: ** Social change, participatory service-learning research methodologies

** Track: **Theoretical or conceptual frameworks to advance research  ** Format: ** Team presentation  ** Date & time: ** Thursday 10:50-12:00 ** Location: ** Salon 5    ** Summary: ** International service-learning programs aim to provide transformative experiences for higher education students. These experiences ask students to question assumptions, alter worldviews and identities, develop p ositive attitudes toward community, and use information to serve as citizens in an increasingly globalized world. However, the ideal methodology for researching these transformational experiences continues to be contested ( Bringle, Hatcher & Jones, 2010). First, this presentation outlines how research in international service-learning is currently being conducted by naming the various methodologies employed. After analyzing current articles in six high-profile, peer-reviewed journals, epistemological assumptions such as technical, practical, and emancipatory stances are explored (Carr & Kemmis, 1986). The presentation concludes with a discussion on how participatory methodologies (action research, service-learning) may be more suitable for research in the international service-learning field. Much of the current research in social change education stems from a positivist methodology (Billig & Eyler, 2003; Erickson, 2005; Sherrod et al., 2010). Since it works to find generalizable information, this approach is very useful in determining large-scale information such as categories of people, where they live, and who goes to what school. However, this approach assumes the researcher is actively gathering data from passive participants, limiting our ability to engage or be open to participant experiences outside the scope of the study. As educators in social change, we expect our students to experience a shift in paradigm, but how often do we consider potential shifts in our own perspectives as researchers? I recommend researchers move away from attempting to identify best practices and more towards avoiding harm and seeking valuable lessons learned. This could prove more effective than developing a set template that is assumed appropriate for all programs. Participatory methodologies allow researchers and practitioners to engage in this critical reflection and therefore produce more effective scholarship in the field of social change. **References:** Berliner, D. C. (2002). Comment: Educational research: The hardest science of all. //Educational Researcher//, //31//(8), 18. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Billig, S., & Eyler, J. (2003). //Deconstructing service-learning: Research exploring context, participation, and impacts//. Information Age Publishing. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Campus Compact (Eds.). (n.d.). //Introduction to service-learning toolkit: Readings and resources for faculty//. Campus Compact. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Carr, W., & Kemmis, S. (1986). //Becoming critical: Education, knowledge, and action research//. Routledge. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Dewey, J. (2001). //The school and society & The child and the curriculum//. Dover Pubns. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Erickson, J. (2005). //Learning with the community: Concepts and models for service-learning in teacher education//. Stylus. Retrieved from [] <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Flores, K. S. (2008). //Youth participatory evaluation: Strategies for engaging young people//. Wiley Publishing. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">McTaggart, R. (1997). //Participatory action research: international contexts and consequences//. SUNY Press. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Metz, E. C., & Youniss, J. (2005). Longitudinal gains in civic development through school-based required service. //Political Psychology//, //26//(3), 413–437. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Phillips, D. C., & Burbules, N. C. (2000). //Postpositivism and educational research//. Rowman & Littlefield Pub Inc. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Reardon, K. M. (1998). Participatory action research as service learning. //New Directions for Teaching and Learning//, //1998// (73), 57-64. doi:10.1002/tl.7307 <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Sherrod, L. R., Torney-Purta, J., & Flanagan, C. A. (2010). //Handbook of research on civic engagement in youth//. Wiley & Sons, Inc. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Stoecker, R. (2005). //Research methods for community change: A project-based// //approach//. 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