Not+everything+that+counts+can+be+counted+-+Qualitative+methodologies+and+international+service-learning

**Not everything that counts can be counted:** **Qualitative methodologies and international service-learning** Geraldine Balzer, Assistant Professor, University of Saskatchewan [geraldine.balzer@usask.ca]



  ** Keywords: ** Qualitative methodologies, global citizenship, secondary school study abroad ** Track: **Theoretical or conceptual frameworks to advance research  ** Format: ** Research paper  ** Date & time: ** Friday 9:30-10:40 ** Location: ** Salon 10    ** Summary: ** Einstein's comment that "Not everything that can be counted counts, and not everything that counts can be counted" serves as a descriptor of the ongoing debate concerning the validity of qualitative research methodologies in a world that privileges the quantitative. This paper examines the relevance of narrative inquiry and photo elicitation to research in international service-learning and contends that a space be made for deep understandings of individual and small group experiences. These narrative understandings of story are instrumental in understanding the reasons that international service-learning is transformative and aids in creating experiences that bring about global citizenship.This examination may lead to new theorizing as well as improved practice. The following questions will be addressed through this research:
 * 1) Has participation in an international service-learning project shaped the educational, career, and life choices of participating students?
 * 2) Has this experience shifted their understandings of global issues, social justice, or volunteerism?
 * 3) How do teachers and administrators understand service-learning?
 * 4) In what ways can the links between theoretical and practical knowledge be studied in the context of service-learning?

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Students have been involved in study abroad for years, but little research has been done on the impact of such experiences on secondary school student learning. Students who have such opportunities should return with a heightened global awareness, a sense of global citizenship, and the desire to deepen their knowledge. For this to happen, pre-trip planning, the pedagogy employed, and the post-trip reflections all have to be oriented to ensuring that the learning experience is meaningful and transformative (Chaput, Arnold & O’Sullivan, in review; Jenkins & Skelly, 2004). Findings from this study will expand understandings of the transformative impact of service-learning and enable program designers to improve pedagogical practices. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">**References:** <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Balzer, G. (2010). Why go to Guatemala: International service learning and Canadian high school students. In Stanley, D. & Young, K. (Eds), //Contemporary Studies in Canadian Curriculum: Principles, Portraits & Practices.// Calgary: Detselig Press. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Andreotti, V. (2006). Soft versus critical global citizenship education. //Development Education: Policy and Practice// //3// (Autumn): 83-98. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Clandinin, D. J., Pushor, D., & Murray Orr, A. (2007). Navigating sites for narrative inquiry. //Journal of Teacher Education, 58//(1), 21-35. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Hovland, K., Musil, C., Skilton-Sylvester, E. & Jamison, A. (2009). It takes a curriculum: Bringing global mindedness back home. In R. Lewin (Ed.), //The handbook of practice and research in study abroad: Higher education and the quest for global citizenship//, (pp. 466-484). New York: Routledge. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Mezirow, J. (1997). Transformative learning: Theory to practice. In P. Cranton (Ed.), //Transformative learning in action: New directions in adult and continuing education// (pp. 5–12). San Francisco: Jossey-Bass. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Mezirow, J. (Ed.) (2000). //Learning as transformation: Critical perspectives on a theory in progress.// San Francisco: Jossey-Bass. <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 140%; text-align: left;">Nussbaum, M. C. (1997). Patriotism and cosmopolitanism. In J. Cohen (Ed.), //For love of country?// //Debating the limits of patriotism// (pp. 3–17). Boston: Beacon Press. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">**Please click here to access a PDF of this page:** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">

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