Service learning as post-colonial discourse: Active global citizenship.
In this chapter we discuss, critically analyse, and report on a practice that is prevalent in global citizenship education: that of local and global service learning. Using Postcolonial Theory and Critical Pedagogy, we examine these practices, focusing on and contesting traditional conceptions of 'service' by questioning, 'who is providing a service to whom? Who benefits? And how can it be reconceptualised to enable all in the relationship to enact their entitlement as active global citizens? Our findings indicate that a critical understanding of both identity, and the socio-political and historical contexts are needed to engage as ‘active’ global citizens.
Chapter 11 from :Contesting and Constructing International Perspectives in Global Education edited by R.Reynolds, D.Bradbery, J.Brown, K.Carroll, D.Donnelly, K.Ferguson-Patrick and S.Maqueen published by Sense Publishers, Jan 2015.
pp. 135 - 150
Place of publication
Rotterdam, The Netherlands