The+impact+of+an+international+service-learning+program+on+community+development+and+community+learning+in+rural+Morocco

Mary Ulrich, Ph.D. Candidate, Montana State University ulrich@montana.edu]
 * The impact of an international service-learning program on ** ** community development and community learning in rural Morocco **



**Keywords:** Ethnographic research, Morocco, participatory community development, experiential learning, international social justice

**Track:** International impact and development

**Format:** Research paper


 * Date & time: ** Thursday 9:30-10:40


 * Location: ** Salon 8

**Summary:** How does international service learning (ISL) affect a culturally and geographically isolated community? The purpose of this study is to discover the impact of an ISL program and community development project on a rural community in Morocco. Using an ethnographic research design, the study explores the community members’ learning and views on learning, development, and social change taking place through the ISL program. Results expand the current knowledge of learning outcomes and transformation from a student focus to a community focus.

ISL is emerging as an important pedagogy to prepare post-secondary students for their roles as global citizens (Bringle & Hatcher, 2011). ISL also engages students, faculty, and universities in international development work in the health, education, and governance sectors and other areas such as infrastructure development. Intercultural competency, global civic responsibility, and global knowledge have been identified as student learning outcomes (Pusch & Merrill, 2008; Berry & Chisholm, 1999). However, less clearly articulated are the community learning outcomes and development that may result from engagement with ISL programs (Tonkin, 2011). The study explores four themes: the viewpoint or perspective of the community regarding the program; the changes, both physical and social, effected by the program; the learning or knowledge-production that the community participants experience; and the participation of the community including direct and indirect participation and interaction with the program.

The community learning outcomes and community development outcomes from this study provide benchmarks for future research and program development in international service learning. The findings help to create a model of ISL impact on communities and of the interaction between community and students in the context of international development. It is hoped that this study will help inform ISL program development in areas of community involvement and community impact.

**References:** Berry, H. A. & Chisholm, L. A (1999). //Service-learning in higher education around the world:// //An initial look//. New York, NY: The International Partnership for Service-Learning.

Bringle, R. G., & Hatcher, J. A. (2011). International service learning. In R. G. Bringle, J. A.Hatcher, & S. G. Jones (Eds.). //International service learning: Conceptual frameworks// //and research//. (pp. 3-28). Sterling, VA: Stylus.

Pusch, M. D., & Merrill, M. (2008). Reflection, reciprocity, responsibility, and committed relativism: Intercultural development through international service-learning. In V. Savicki (Ed.) //Developing intercultural competence and transformation//: Research, theory, and application in international education. (pp. 297-321). Sterling, VA: Stylus.

Tonkin, H. (2011). A research agenda for international service-learning. In R. G. Bringle, J. A. Hatcher, & S. G. Jones (Eds.). //International service learning: Conceptual frameworks// //and research//. (pp. 191-224). Sterling, VA: Stylus.

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