My Independant Poject- Brittany Nevins

 

     Since next year I will be in the process of doing my honors thesis, which will be a theoretical analysis of the potentials of service-learning as an educational approach in higher education, I figured that this independent study project will be a great opportunity to sort through my thoughts of how I feel about service-learning and learn through experience (service-learning can also be defined as experiential learning) about service-learning and its success. An analysis of service-learning in Mexico from the perspective of a United States student I suspect will be very interesting. I may find that a partnership between an American student and a Mexican community would be highly complex.

 

 

An Analysis of the Objective of Reciprocity within Service-Learning in Oaxaca, Mexico

 

Table of Contents:

• Abstract
• Statement/question
• Previous work
• Significance of project
• Methodology
• Reciprocity
• My reflection
• Challenges to study
• Further questions

 

Abstract;

     “Democracy has to be enacted anew in every generation, in every year, in every day, in the living relations of person to person, in all forms and all institutions.” - John Dewey, University of Vermont Class of 1879(www.uvm.edu/~partners). The purpose of my independent project is to identify the objectives of international service-learning in higher education in the United States and to analyze current research to determine whether these objectives are currently being met. With the amount of resources, time, and energy that are directed toward international service-learning, it is crucial to determine its goals, acknowledge its successes, and expose its failures. If not implemented correctly, the act of serving could very well create unintended negative consequences far greater than institutions could have predicted. In order to understand the potential of international service-learning, one must first examine the common objectives of service-learning and analyze the degree to which these successes are achieved in service-learning initiatives today.

 

     In my literature review I will first differentiate between three common service programs by providing operational definitions for each. I will then delve into service-learning as a pedagogical approach by first providing a determination of common objectives of service-learning programs among institutions of higher education. I will go into greater depth with each service-learning objective and analyze its success based on previous literature. The research, as we will see, is missing crucial analytical tools to measure certain objectives that put the integrity of service-learning as a whole at risk, specifically in regards to reciprocal benefit between the student-volunteer and the community involved in the partnership.

 

Statement;

I am learning about international service-learning as an educational approach in higher education in Oaxaca, Mexico because I want to analyze and hope to understand the complex relationship between intention of the student-volunteer and achievable reality in search of obtaining reciprocity among the student-volunteer and the community involved in the partnership.

 

Question;

Does service-learning as an educational approach in higher education achieve the said objective of reciprocity among the students and community involved in the partnership?

 

Previous Work;

     There are three common forms of school-based service programs: community service, service-based internship programs, and service-learning programs (Billig & Furco, 2001). It is crucial to differentiate between these three programs as they are each very different from one another. Billig and Furco argue that in community service the primary intended beneficiary is the recipient of the service, the primary focus is on service, and civic and ethical development are the intended educational purposes. Community service is not connected with the curriculum, and is based on a social cause. Billig and Furco argue that in Service-based internship programs the primary intended beneficiary is the provider of the service, student-learning is the primary focus, and career and academic development are the intended educational purposes. Service-based internship programs are co-curricular/supplemental and based on an industry or career. Finally, Billig and Furco emphasize that in service-learning the primary intended beneficiary is both (and equally) the recipient and the provider, the primary focus is a balance of service and learning, and academic and civic development are the intended educational purposes. Service-learning is integrated into the curriculum, and is based on an academic discipline. 

 

     In 1990 Jane Kendall wrote that there were 147 definitions of service-learning in the literature, and Eyler and Giles (1999) argue that there has been no change from the diversity of what is labeled service-learning since that time. Scholars have repeatedly advocated for the importance of a common operational definition for service-learning (Eyler & Giles, 1999; Billig & Furco, 2001). Many scholars (Hamner, 2002; Eyler & Giles, 2001; Harkavy & Hartley, 2011; Billig & Furco, 2001) generally agree that service-learning seeks to engage students in activities that both combine community service and academic learning. This is done by creating service-learning partnerships, which are partnerships between a college or university and a community group or agency (Jacoby; 2003). Eyler and Giles have defined service-learning as; a balance between service to the community and academic learning and that the hyphen in the phrase symbolizes the central role of reflection in the process of learning through community experience. According to Jacoby (2003), service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Jacoby argues that reflection and reciprocity are key concepts in this practice. I will define service-learning or experiential learning (at least in its intended purpose) using a hybrid of Eyler and Giles’ and Jacoby’s definitions. For the purpose of this paper, my working definition is that service-learning is an educational approach that functions within a reciprocal campus-community partnership, where students learn through reflection, and work in an interdependent relationship with the community to achieve desired community and academic outcomes simultaneously, the lessons of which can be applied to other situations contributing to a cycle of future student-community success.

 

     The research examining the outcomes of service-learning as an educational approach in higher education can be broadly grouped into four major categories: (1) Academic Achievement, (2) Personal Achievement, (3) Civic Engagement, and (4)Reciprocal Benefit to the Community. I will now briefly describe the literature on the success of each objective:

 

 1.) Academic Achievement; As noted by Billig and Furco (1999) and others, service-learning is often directly integrated into the academic curriculum of the institution. Service-learning achieves its academic purpose through the essential process of reflection, of which there is widespread agreement (Jameson, 2008; Clayton, Bringle & Hatcher, 2008; Eyler & Giles, 1999).

 

2.) Personal Achievement; Service learning provides a process of challenge that touches feeling as well as thought, which develops personal identity and ability to make committed decisions, which are also connected to advanced levels of thinking (Eyler & Giles; 1999).  “Experiential” in experiential learning (also known as service-learning) refers to how one can learn, where one accumulates knowledge by personal involvement with people or process (Kronick, Cunningham & Gourley; 2011). Service-learning is also connected to moral development because it extends students concerns beyond themselves as they fulfill the needs of an organization (Burton & Waters; 2008). Burton and Waters call this effort toward a self-less cause as an “education in citizenship.” Moral development connects with a greater understanding of diversity. Eyler and Giles (1999) say, “For many students their first strong interest in service-learning projects develops when they get to know someone whose life differs dramatically from their own” (p. 17). They argue that an appreciation of different cultures and the reduction of stereotyping is perhaps the first step of personal and interpersonal development.

 

3.) Civic Engagement; Citizenship is often cited as the purpose of education in general and service-learning in particular, and the focus on citizenship as an outcome is closely tied to the process of social problem solving (Eyler & Giles; 1999).Using John Dewey’s assumption that education is where democratic participation in society is best learned, advocates of service-learning have challenged colleges and universities to move beyond traditional courses to prepare students for 'democratic citizenship (Kelshaw, Lazarus, Minier, et al; 2009).  In addition to its other objectives, service-learning seeks to prepare the youth for living in a democratic society, including staying informed, being a responsible citizen, and voting and participating in government (Gray, et al, “assessing...”).

 

4.) Reciprocal benefit to the community; Some scholars (Eyler & Giles; 1999, Jacoby; 2003) suggest that service-learning creates a greater awareness of cultural, racial, and socio-economic diversity. High-quality service-learning that is beneficial to all parties involved must be built on a solid foundation of carefully developed partnerships (Jacoby; 2003). Toole (2001) says, “ The very reason that service-learning is a potentially powerful tool to foster civil society- that its very existence depends on community participation and partnership- makes its implementation vulnerable in a way not shared by all other educational innovations” (p. 57).

 

     There is a significant lack of research within each objective stated above. Blomstrom and Tam (2008) argue that the lack of consistency in instruments and methods used in assessing the learning makes comparisons between pedagogies and among service-learning projects difficult. Just as traditional educational approaches have come together to determine these tools federally, so too must service-learning. Educators and scholars must come together and discuss these methods tediously and with depth. There may be multiple ways to analyze the achievement of academic outcomes, but what methods should be used should be determined as soon as possible so significant research can be done immediately, especially as service-learning is becoming increasingly popular.  

 

     Elson, Johns, and Petrie (2001) argue that the research literature on the effect of service-learning on community outcomes is particularly limited, and has focused predominantly on community organizations’ perceptions of students’ service and not on outcomes for service recipients. They state that while the research has been relatively robust in documenting the effect of service-learning course participation on college students, only a limited quantity of research has examined the influence of service-learning on the community organizations and members served.

 

     These analytic difficulties may be exacerbated further as service-learning becomes increasingly internationally focused and Jacoby (2003) argues that three characteristics are needed of a lasting partnership: 1. a trustworthy partner, 2. Mutuality of benefit, 3. Open and complete communication. Jacoby argues that strong, interconnected partnerships have the ability not to just get things done but to transform individuals, organizations, institutions, and communities. Coming into contact with people whose life experiences and assumptions about the world are different calls one’s own world into question (Eyler & Giles; 1999).

 

     Kelshaw, Lazardus, Minier and associates (2009) argue that one of the inherent strengths of service-learning partnerships is that there are multiple beneficiaries, but this strength is also one of service-learning’s greatest challenges. By design, they argue, service-learning partnerships are complex and multidimensional in their structure. Often the quality and nature of service involvement differs dramatically from campus to campus and even from course to course (Bernacki & Bernt; 2007). As a result, well-conducted research can be very difficult. In order to address these concerns of effectiveness of the success service-learning, it is important to re-examine both the stated objectives of service-learning in higher education and evidence regarding the degree to which these objectives are actually achieved in this educational context.

 

Significance of Project;

            All evidence suggests the rapid increase in the numbers of service-learning courses and programs on college and university campuses over the past few decades. The educational approach is now advocated by students, faculty, and presidents of colleges and universities, and even by congress and the president of the United States (Eyler & Giles, 1999). In recent years there has been a growing realization that higher education is falling short in its efforts to prepare students for lives of social responsibility and civic and personal engagement (Kelshaw, Lazarus, Minier, et al, 2009). Many scholars have referred to Robert Putnam’s book Bowling Alone: The Collapse and Revival of American Community (2000), as it speaks to the possibility of a “new Greatest Generation” and points not only to a new sense of personal responsibility for enhancing the common good but also to a new, far less individualistic understanding of leadership than that implied by many traditional leadership programs (Benson, Horowitz, and Zlotowski, 2011). A common observation among critics of higher education was the lack of connectedness in higher education and the related lack of application of what is learned: Service-learning is an obvious response to the reform critics of higher education (Eyler & Giles; 1999). Though theoretically pleasing, I am skeptical of service-learning in practice.

 

            Recently there have been many efforts to research the success of the objectives of service-learning stated above, but the breadth of research varies significantly between the objectives. After many years of service-learning implementation in education, there still is not conceptual clarity in the field such that service-learning and community engagement have a clear and distinct identity well known and articulated by those conducting the research or implementing the practice. "Reciprocity" between the student and the community the student is working with is one of four stated goals of service-learning. The meaning of reciprocity wholly means an equal benefit to both parties. I have no doubt that service-learning has great potential, but I wonder if this particular objective is entirely achievable or if it is a bit premature and/or rhetorical. Perhaps it is reciprocal. There is little evidence to know for sure and little attention given to the impact of service-learning on the communities involved. I have studied through my own experiential service-learning many times throughout college and I have always been skeptical of this. One cannot help but wonder if perhaps within international service-learning, unintentionally more damage is done than good. Ivan Illich (1968) says, “To hell with good intentions. This is a theological statement. You will not help anybody by your good intentions. There is an Irish saying that the road to hell is paved with good intentions (p. 2). ”

 

Proposed Methodology;

            In the upcoming year I will be in the process of writing my honors thesis, which will be a theoretical analysis of the potentials of service-learning as an educational approach in higher education. I saw an opportunity in this independent study project to research service-learning, participate in community service-learning, and sort through my thoughts of how I feel about service-learning and learn through my own experience (service-learning can also be defined as experiential learning) about service-learning and its potential success.

 

     I am a political science major and a community and international development and global studies double minor. While studying abroad in Oaxaca, Mexico this semester I hope to work with the community to achieve certain objectives and learn about the complexity of service-learning, while receiving credit in turn; aka my study will abide by the definition of service-learning. I am required to do an independent study while abroad and while I am abroad I hope to do a project with community members. We will set goals and attempt to achieve them together. I want to possibly work on a project where I can use my experience and analyze the process of working with community members, what I get out of it, and what they say they get out of the project as well. The details of these projects are still to be determined. I need to figure out my program schedule here in Oaxaca and choose programs that I can best use my skills and my time. Unfortunately, I now only have six weeks left to devote to a service project. If nothing else, my various interviews will allow me to understand the different perspectives of international service and help me to better understand the complexities surrounding international service-learning. Throughout my time in Mexico I hope to reflect on my experiences and speak with the community and various volunteers to further understand the complexity of the nature of service-learning. My time in Mexico as it pertains to my thesis is merely a way for me to better organize my thoughts.  Toole (2001) says, “The very reason that service-learning is a potentially powerful tool to foster civil society- that its very existence depends on community participation and partnership- makes its implementation vulnerable in a way not shared by all other educational innovations” (p. 57).

 

Conducted interviews (either directly related to service in general or service-learning):

February 8- Susannah Rigg- Director of grants and communications at Puente Mexico, former employee at ProWorld.

February 23- Leigh Newman Bell- Intern at ProWorld

March 1- Mariano- Leader in Bii Dau Cooperative of Teotitlan, an indigenous Zapotec weaving community.

April 5- Oliver Frohling- Professor involved in numerous service-learning activities

 

Some food for thought...

An address by Monsignor Ivan Illich to the Conference on InterAmerican Student Projects (CIASP) in Cuernavaca, Mexico, on April 20, 1968, titled To Hell with Good Intentions:

 

“Today, the existence of organizations like yours is offensive to Mexico. I wanted to make this statement in order to explain why I feel sick about it all and in order to make you aware that good intentions have not much to do with what we are discussing here. To hell with good intentions…You will not help anybody by your good intentions. There is an Irish saying that the road to hell is paved with good intentions.”

 

“I do have deep faith in the enormous good will of the U.S. volunteer. However, his good faith can usually be explained only by an abysmal lack of intuitive delicacy. By definition, you cannot help being ultimately vacationing salesmen for the middle-class ‘American Way of Life,’ since that is really the only life you know.” 

 

You can find the entire speech here;

http://web.augsburg.edu/global/itsdocs/its/To%20hell%20with%20good%20intentions.pdf  

 

In fact, all of whom I had interviewed had read the speech and some had even promoted the reading of it within their volunteer trainings of their organizations.

 

What is reciprocity?

According to the Oxford Online Dictionary, reciprocity is "the practice of exchanging things with others for mutual benefit, especially privileges granted by one country or organization to another."

 

What did I learn in my interviews?

     I should differentiate between my interview with Mariano, who is a leader in the Bii Dauu Cooperative of indigenous village, Teotitlan. My interview with him involved different questions. I tailored these questions to his role in service-learning or service, which is much different than the role of the other interviewees. He is the one interviewee I was able to interview that I would categorize as a 'reciever' of service, of those being 'served.' I, along with a small group of students in the Oaxaca Program, spent a week learning about the way of life in the weaving community of Teotitlan. We stayed with families and were generously fed each meal. Much of our work involved phisical labour along with a community member, working on various community projects. Along with this we were taught the highly complex process of weaving through first hand experience and were also showed various cultural practices. We also had free time to spend with our families. Mariano not only housed a student in my group, but also taught us various processes. I asked him 1.) What is your position in the village? Are there many people that come to the village from outside to learn or work with the community? What do you think of this relationship? What is your definition of reciprocity? Everyone is so welcoming here toward strangers. What is the purpose or meaning behind htis? What is the origin behind this? Is tourism a good thing for the village? Do you have any worries?

     Mariano spoke very optimistically to me regarding his relationship with foreigners. He described his relationship with foreigners as a positive one and even referenced it to a mutual benefit between the community and foreigners. He said that he believes that we truly learn a great deal from one another. He believes that just as we need them to learn, they need us in terms of tourism, to buy their rugs and promote and support their way of life. They also have great pride in sharing what they do and teaching others their daily routine. I came to find later on by asking our teaching assistant, Andrea, that the cooperative receives a large donation from the university. I must reflect on how this might factor in as well. In addition to what Mariano told me, I must also reflect on the differences between an indigenous community and a nonindigenous community and question whether or not certain characteristics of a Zapotec indigenous village allows for a greater possibility of reciprocity. The community must be open as well to the idea of reciprocity in its many possible forms.

 

Below are the consistent questions I posed to the remaining interviewees and their various responses;

• Have you experienced reciprocity between volunteers and community members? Give examples if you have. As each interviewee had different opinions surrounding the idea of reciprocity, I had different responses to this question naturally. Susannah mentioned the potential of reciprocity within cultural exchange and a sharing of different ways of life. Mariano, an indigenous leader in Teotitlan believes in an attainable reciprocity between the community members of Teotitlan and foreigners who are coming to learn about the way of life in the village. Throughout this experience with one another the village will learn about the foreigners as well.Leigh also says that he has seen examples inherent in service-learning and service. He has seen some successful programs with women farmers and the agricultural school. He also experienced reciprocity in projects that came from long-term interns and volunteers at ProWorld he says.  ProWorld is an organization, originally just in Mexico, that promotes volunteering and has many projects with the community. They promote internships, student programs, and custom groups as well. Oliver, in contrast, says he has never seen reciprocity in all that the definition entails. To include reciprocity within an educational currilum would be unrealistic, he says.
• What are the barriers or challenges to reciprocity in your opinion?  Susannah argues that the same cultural differences that may allow reciprocity can also inhibit it. The organization must also never lose sight of it's purpose and must look for skillfull, specific volunteers the benefit the community to the fullest potential. The main follow up should not be focused on the volunteers of students, she says, but on the community with constant check-ins. Leigh says, " One of the main barriers is choice. To put it bluntly, students have the choise to participate in service-learning, but they can just as easily opt out." He mentions that students have a short term commitment, but the community members are involved long term. "They cannot choose to participate half-heartedly," he says. Leigh also explains a power differential between those doing 'service' and those being 'served.' He calls this a dichotomy that can be very harmful to reciprocity as it may create a paternalistic relationship. Oliver says that often times a lack of humility inhibits the relationship between the students and community. The student/volunteer must be useful to the organization, know the language, understand  the culture, and must have enough time to serve and understand the organization fully. An absense of  any one of these characteristics compromises the success of the partnership. The community should feel comfortable enough to voice their needs, Leigh and Susannah mentioned. This is crucial for an analysis of the success of a program.
• What allows for this balance? How does it function? Each mentioned the importance of a useful skillset for particular community projects. Each mentioned time. Students often have limited time comitments. Susannah mentioned that just when the organization is feeling comfortable with a particular intern or student, the intern or student needs to leave. At this point they must find a new volunteer to replace them and go through the training/process all over again. Leigh mentions the importance of transparency. In terms of a service organization, the community should be honest in regards to what they need. The organization should be honest with what they can offer. If they cannot offer what the community needs, then they should be compensated monetarily. Oliver spoke of service-learning and his experience working for SIT (study abroad program). SIT told Oliver 10-20 years ago that they were now including a mandatory service-learning component. Oliver said that this was basically a "feel good exercise." Regardless he told SIT that in order to do this the community must receive monetary compensation. The insurgence of students in a community for a short period of time is not helpful, but rather a burden, he says. Therefore the community must include compensation. Rather than reciprocity as a goal inherent in service-learning, Oliver argues, a much better goal is "collaboration." In terms of service-learning, he says, the goal is ultimately to abide by an academic curriculum, for the students to benefit. This should be clear and the university-student partnership should collaborate with one another for a common goal.
• If you could measure reciprocity, how would you do it? Susannah does not say how she would measure reciprocity, but describes the importance of knowing if someone or an organization is doing more harm than good. She says, "How do you know if you're not evaluating money, time, people, etc.?" Leigh mentions the necessity of a needs assessment to understand who is being served by the program. This will help determine how both partners are getting their needs met and mutually benefiting. He also says, "The quick answer to your question would be develop instruments to measure reciprocity and evaluate your community partners that are built into your assessment/evaluation plan in the program. These can be surveys, interviews, phone calls, photos, quotes, meetings, etc... but the point is to make sure ALL stakeholders have an opportunity to express the strengths and challenges of the program as it relates to them."  Oliver does not believe it is possible. He mentions monetary compensation, labor hours, conscious learning, unconscious learning, personal confrontation, cultural awareness, etc. He argues that a complex concept such as this is impossible. He implied a certain danger to a stated goal of reciprocity in service-learning.
• What is your vision of a "good volunteer?" What characterizes a volunteer that lends itself to reciprocity? I learned from all who I interviewed that in terms of service and maintaining a strong, productive relationship with a community, volunteers must be of a certain type to maximize their positive impact. They must be able to deticate time and to have specific skill sets they all said. Susanah says, "They must ask themselves, 'what are my skills?' and 'what can I do?'" Leigh also mentioned, a good volunteer is someone who "listens, takes initiative, is inquisitive, respectful, passionate, and has humility and flexibility." Oliver described a past intern named Katie as a perfect example for a good volunteer. She had specific skills, a long term commitment, a willingness to learn, and a team player. Oliver also mentioned the importance of knowing the language, the culture, and the details of the organization the volunteer is working for.
• How do intercultural differences come into play in a community partnership? What challenges does it pose? Susannah believes that a sharing of culture can lead to reciprocity. The mutual learning of one another's culture can be reciprocal. Leigh mentions again the power balance dichotomy. He says that we have to be careful with how we frame service experiences. He says, "This is my personal opinion, but I think the charity model of service does much more harm than good." Organizations must be careful of this. He also says that cultural differences can be very good. He says, Different cultures often have different ideas or models to address critical issues. Cross-cultural partnerships can provide a good platform to discuss creative ideas for collaboration." He describes his experience working with ProWorld, explaining the success in projects where the volunteers understand the different layers of culture in relation to their projects. Oliver mentions the danger intercultural differences can have in terms of differing mannerisms, gender dynamics, frameworks, ideology, values, and differences in defined goals. A student might exhibit empowerment through education "entitlement." He warns of the differences in a community ideology versus an individual one. He says the volunteer likely has a different sense of responsibility. "They don't have to live with the consequences," Oliver says.   
• Have you read the speech To Hell with Good Intentions by Ivan Illich? If so, what did you think? In fact, before I even answered this question Susannah mentioned the speech. She says that good intentions are not enough. Organizations must seriously reflect on their purpose and determine the best ways to achieve sustainable goals, even if it means taking more time. Her skepticism ultimately led her to switch her work from one non-profit organization to another. She didn't feel like what she was doing was truly morally right.  Leigh says that he has read the speech and has even had participants in ProWorld read and reflect on the speech before their service-projects. He says, "There is a discrepancy between wanting to be helpful and actually being helpful." Oliver has also read the speech. He says that though he knows Ivan Illich is being pretentious, he largely agrees with his convictions. He also believes that though varying volunteer intentions are likely good, their image of "giving something back to the community" is often a short term vacationary commitment, a commitment free from morality. In these short term commitments volunteers feel as though they have done their share. "It is like a transaction," he says. The short term vacations to save the poor he says often reenforces stereotypes about poverty in Mexico. Oliver also mentioned missionaries and the danger involved in such a religious approach.

 

What is my reflection of the information I have gathered?

     I knew going into this independant project study that I felt skeptical, but perhaps it was really a cynicism that I needed to explore. Service was one of my driving motivations for becomming a political science major and a community and international development/global studies double minor. Throughout high school and in college I participated in service when I could. I believed in the sort of "change the world" dream. As I got older however, and my knowledge grew, I become skeptical of the very same viewpoint. Who am I to say that I can help someone? I began to question whether service and/or service-learning can always be a good thing. So I attemped, though imperfectly, to study this here in Oaxaca, Mexico. Ultimately I have become quite skeptical of service and service-learning, especially in terms of International service and service-learning.

     My international skepticism in terms of service extends further into the specific characteristics of Mexico and with the insurgence of American volunteers in particular. Firstly, international service requires a significant amount of specific cultural knowledge of the area a volunteer will likely serve in. Often times universities send students around the world to do various projects without giving the proper cultural training or without having a specific skill set for the volunteer to have the greatest positive impact. Often times students to not know the language of the people they will be working with. Students are also using their limited professional skills as college students to essentially learn through experimentation, inherently possibly at the expense of communities. Students are also likely only working on a project for on average about 2 weeks. And on top of all of this they are recieving credits as well. This is all potentially very dangerous.  I could go on endlessly with reasons as to why this could be a very harmful approach to higher education.

     In terms of service i found the same, essentially, where volunteers come from their countries and use their 1 week/2 week vacation time to "give back." It is the same scenario, but in these cases psychologically these volunteers may have done what they had wanted, enough to say they had done at least something, and then possibly went back to their lives with out changing their lifestyle at home to continue their work, making a true commitment. At least with students there is a potential to base their lives around fully commiting to a certain altruistic cause. But even then, when the intentions are altruistic, is service and service-learning a good thing? After reflecting on Ivan Illich's speech I wasn't so sure in general terms, but specifically In terms of volunteerism between an American volunteer and a Mexican recipient community I have great doubts.

     There is significant migration in Mexico to the United States. Even far south here in Oaxaca I can see the influence around every corner. Typically in any country or region, volunteer organizations will target the most poorest regions, those most in need. Here in the poorest regions, often indigenous or rural communities, Migration and remittances are essential for the survival of many families. Inherent within any student/volunteer-community partnership is a great complexity that makes true trust and understanding between one another difficult. An American volunteer coming to "help" on Mexican land in itself may create negative cultural conflict. Leigh described this as the power dichotomy. The American volunteer is in a priveledged position to be able to come and volunteer for an organization. This creates a certain non-intentional authority over the community that takes time and whole-hearted effort to change.

     I am not saying that volunteering or service-learning in Mexico is never beneficial, because it can be very beneficial. I am rather saying that we must really,deeply keep in mind the purposes and intent behind service and use that to fully prepare oneself as a volunteer and to fully prepare an organization to take the best approach as possible. That may mean that ones skillset as a volunteer (though offering their help for a week or two) is not worth the risk of the fragility of a productive, sustainable project. It also means that, in my opinion, universities should not claim the achievement of reciprocity, nor seek it. It is too great a rhetoric. Rather universities should be very clear what they aim to do, which is to teach students a specific curriculum while working with a community. The community is helping the students first and foremost. If there is a mutual exchange of knowledge and benefit this is wonderful. But to say confidently that reciprocity is achieveable places a certain power dynamic and assumptions into a fragile relationship that could ultimately put the project at risk.

 

Question your intentions. Question the intentions of the organization or university. Try to understand the whole of the complexity involved in a service project before acting. Is this a good fit for you and is it the right thing to do?

 

What were my challeges?

     I came to find less of a prevalence of service-learning itself, but rather service in general is much more prominent in Oaxaca, Mexico. As I suspected, this prevalence of volunteers is generally made up of American volunteers, who are not necessarily students, but people of all ages and with very different motivations for their service.

     I had also originally intented to have my own service-project where I would work with community members and recieve my independant project 1 credit in return, hence, it would abide by the definition of service-learning. I would use this opportunity to analyze the process and see if I could achieve an attainable reciprocity. I would try to determine this by attempting to measure reciprocity as best as I saw fit. I soon came to realize that morally I did not feel comfortable starting a small project with such little planning and with limited resources. I also realized that my lack of anvanced Spanish skills would not be beneficial to my intended purpose. I then looked for an already existing program that I could volunteer in given my skills as a swim lesson teacher and swim coach. I looked at a Oaxacan street children program that tutors children and young adults who are socio-economically disadvantaged. Again I struggled with my confidence in my Spanish and I also had a very inconsistent academic schedule in Oaxaca. I deemed it unfair to the children in the program to volunteer, determined that I may do more harm than good.

     I decided not to do either my own project or volunteer within an existing one, but rather decided to interview various people involved in either service or service-learning to better understand the various viewpoints surrounding the notion of reciprocity within a volunteer-community partnership or a student-community partnership. I naturally had better access to Americans/english speakers of high ranking positions in various service programs as opposed to access to community members involved in the projects various organizations were creating. I was able to speak with Mariano, which was wonderful, but he is one of four people I was able to interview. As a result, my findings and reflections are naturally skewed to the opinion of the server. Among the volunteer/organizers I was able to interview, I did receive varying responses which were quite interesting. I would have wanted a much more diverse group of interviewees to get a more clear sense of the notion of reciprocity and the varing opinions surrounding it. 

 

Further questions:

I would like a better realistic understanding of the viewpoint of the community regarding service. This is likely very difficult as a community may not be so truthful to someone who is providing essential money and resources, so an ideal person who has a strong relationship with the community is probably best. As mentioned previously, there is less research regarding the impact on the community in the scholarly literature. An analysis of this is crucial to determine if efforts should continue or come to an abrupt halt. Along with research comes beneficial change.

 

Bibliography;

About CUPS : CUPS Home : University of Vermont." About CUPS. The University of Vermont, 25 July 2011. Web. 17 Oct. 2011. <http://www.uvm.edu/~partners/?Page=about.html>.

Bernacki, Matthew, and Frank Bernt. From Passion to Objectivity: International and Cross-disciplinary Perspectives on Service-learning Research. Ed. Sherril B. Gelmon and Shelley Billig. Charlotte, NC: IAP/Information Age Pub., 2007. Print.

Billig, Shelley, and Andrew Furco. Service-learning: the Essence of the Pedagogy. Greenwich, CT: Information Age, 2001. Print.

Blomstrom, Sally and Hak Tam. Scholarships for Sustaining Service-Learning and Civic Engagement. Ed. Shelley H. Billig, Melody H. Bowdon, and Barbara A. Holland. IAP-Information Age, 2008. Print. Advances in Service-Learning Research.

Burton, Elizabeth, and Susan Walters. Scholarships for Sustaining Service-Learning and Civic Engagement. Ed. Shelley H. Billig, Melody H. Bowdon, and Barbara A. Holland. IAP-Information Age, 2008. Print. Advances in Service-Learning Research.

Elson, Dean, Lauren Johns, and Jessica Petrie. From Passion to Objectivity: International and Cross-disciplinary Perspectives on Service-learning Research. Ed. Sherril B. Gelmon and Shelley Billig. Charlotte, NC: IAP/Information Age Pub., 2007. Print.

Eyler, Janet, and Dwight Giles. Service-learning: the Essence of the Pedagogy. Ed. Shelley Billig and Andrew Furco. Greenwich, CT: Information Age, 2001. Print.

Eyler, Janet, and Dwight E. Giles. Where's the Learning in Service-learning? San Francisco: Jossey-Bass, 1999. Print.

Hamner, Doris M. Building Bridges; The Allyn & Bacon Student Guide to Service-Learning. Boston, MA: Allyn and Bacon, 2002. Print.

Hartley, Matthew, and Ira Harkavy. From Command to Community: a New Approach to Leadership Education in Colleges and Universities. Ed. Nicholas V. Longo and Cynthia M. Gibson. Medford, MA: Tufts UP, 2011. Print.

Illich, Ivan. "To Hell with Good Intentions." Conference on InterAmerican Student Projects (CIASP). Mexico, Cuernavaca. 20 Apr. 1968. Speech.

Jacoby, Barbara. Building Partnerships for Service-learning. San Francisco, CA: Jossey-Bass, 2003. Print.

Jameson, Jessica K., Patti H. Clayton, and Robert G. Bringle. Scholarship for Sustaining Service-learning and Civic Engagement. Ed. Melody Bowdon, Shelley Billig, and Barbara A. Holland. Charlotte, NC: Information Age Pub., 2008. Print.

Kelshaw, Todd Spencer., Freyda Lazarus, and Judy Minier. Partnerships for Service-learning: Impacts on Communities and Students. San Francisco: Jossey-Bass, 2009. Print. 

Kronick, Robert F., Robert Cunningham, and Michele Gourley. Experiencing Service-learning. Knoxville: University of Tennessee, 2011. Print.

Toole, James. Service-learning: the Essence of the Pedagogy. Ed. Shelley Billig and Andrew Furco. Greenwich, CT: Information Age, 2001. Print.

Conducted interviews:

February 8- Susannah Rigg- Director of grants and communications at Puente Mexico, former employee at ProWorld.

February 23- Leigh Newman Bell- Intern at ProWorld

March 1- Mariano- Leader in Bii Dau Cooperative of Teotitlan, an indigenous Zapotec weaving community.

April 5- Oliver Frohling- Professor involved in numerous service-learning activities