Co-Constructing Knowledge in Uganda: Host Community Conceptions of Relationships in International Service-Learning. (March 2019)

• Record Type: Journal Article
• Authors: Grain, Kari; Katumba, Tonny; Kirumira, Dennis; Nakasiita, Rosemary; Nakayenga, Saudah; Nankya, Eseza; Nteza, Vicent; Ssegawa, Micheal
• Other Names: Warren Karen guest-editor.
• Is Part Of: Journal of experiential education. Volume 42:Number 1(2019)
• Page Start: 22
• Page End: 36
• Publication Date: 2019-03
• Subjects: international service-learning -- social justice -- photovoice -- participatory research -- relationships; Education -- Periodicals; Experience -- Periodicals; Education -- Experimental methods -- Periodicals; Learning, Psychology of -- Periodicals; 370.1505
• DOI: 10.1177/1053825918820677
• Languages: English
• ISSNs: 2169-009X

Abstract

Background: The social justice goals of service-learning programs are often contingent upon strong relationships with host community members. Given this common narrative, it is necessary to extend our understanding of relationships in international service-learning (ISL), particularly as they are conceptualized by host community members.Purpose: This study engaged seven Ugandan coresearchers in a participatory project to examine the community impacts of a long-term ISL program facilitated by the University of British Columbia (UBC) and based in Kitengesa, Uganda.Methodology/Approach: Thematic analysis of photovoice data from photos, interviews, and focus groups reveals key impacts that are premised on friendships, educational relationships, and relationships for social change.Findings/Conclusions: The article illustrates a host community conceptualization of ISL that positions relationships not as a precursor to ISL done well, but as the success in itself. Extending from this study is a critical discussion of the nuanced, social justice–oriented tensions that arise in the participatory research and co-analysis process.Implications: Institutions often assess the impact of ISL and other experiential education programs in terms of student learning, but findings suggest that social justice goals may be better achieved through an emphasis on relationships and knowledge as conceptualized by host community members.