Abstract

The authors examined students’ developmental readiness for productively negotiating the disorienting dilemmas and dissonance they experienced during an international service-learning experience. Using a case study methodology, researchers collected data from a diverse group composed of 7 graduate students and 5 undergraduates who participated in a pre-departure course and 3-week immersion in Ecuador, which instructors framed with a critical service-learning pedagogy. Findings emphasize how the complexities of the students’ in-country experience sparked disorienting dilemmas and point to the intertwined nature of developmental readiness, dissonance, and emotions during service-learning experiences.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 685-703
Launched on MUSE
2017-07-25
Open Access
No
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