"The thought that this village should carry the youths’ transformation.
Another colonial myth...
The youth make one last orgy of consumption in the local market, then strap themselves safely in the seats of an Air Canada wide-body jet.
Content that nothing has been disturbed"
(Shultz, 2012, p.172)
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, expectations, 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 centre questions of uneven labour, accessibility, and structures of inequity. Three main themes emerged from our data: mutuality, gendered labour 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.
Centring the Experiences of Southern Hosts in Global Service Learning Pedagogy and Practice
Dr. Katie McDonald & Dr. Jessica Vorstermans
read this article
You can download or read this article by clicking on the button to the right. If you are having trouble accessing this article, feel free to send us an email. We will send you a PDF copy!