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Global Citizenship Development in College : = International Service-Learning Students' Meaning-Making after Returning Home.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Global Citizenship Development in College :/
Reminder of title:	International Service-Learning Students' Meaning-Making after Returning Home.
Author:	Axlund McBride, RaeLyn A.
Description:	1 online resource (202 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Subject:	Higher education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355120325

Global Citizenship Development in College : = International Service-Learning Students' Meaning-Making after Returning Home.
Axlund McBride, RaeLyn A.

Global Citizenship Development in College :International Service-Learning Students' Meaning-Making after Returning Home. - 1 online resource (202 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of Washington, 2017.

Includes bibliographical references

Several scholars argue that higher education should play a central role in facilitating the development of interculturally competent, global citizens who participate actively and constructively in our interconnected world (e.g., Davies & Pike, 2009). However, little is known about if or how we are facilitating global citizenship development among college students, especially within the context of international service-learning (ISL) experiences and from students' own perspectives. This phenomenological study explored how college students who participate in ISL programs aimed at developing global citizenship competencies perceive and describe their experiences as they transition back home. I conducted in-depth interviews with 10 students who engaged in an ISL program that took place in Kenya, Rwanda, and the United States in winter 2016. From the interviews, emerged three metathemes that broadly describe how these students interpreted their experiences and emerging understandings as they transitioned home: (1) redefinition of learning, (2) redefinition of community, and (3) redefinition of self. My findings suggest that ISL experiences have the potential to facilitate among participating college students not only substantial perspective transformation across the domains of learning, community, and self, but also development of specific global citizenship competencies within each of these broad areas.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355120325Subjects--Topical Terms:

1148448
Higher education.
Index Terms--Genre/Form:

554714
Electronic books.

Global Citizenship Development in College : = International Service-Learning Students' Meaning-Making after Returning Home.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
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502 $a Thesis (Ph.D.)--University of Washington, 2017.
504 $a Includes bibliographical references
520 $a Several scholars argue that higher education should play a central role in facilitating the development of interculturally competent, global citizens who participate actively and constructively in our interconnected world (e.g., Davies & Pike, 2009). However, little is known about if or how we are facilitating global citizenship development among college students, especially within the context of international service-learning (ISL) experiences and from students' own perspectives. This phenomenological study explored how college students who participate in ISL programs aimed at developing global citizenship competencies perceive and describe their experiences as they transition back home. I conducted in-depth interviews with 10 students who engaged in an ISL program that took place in Kenya, Rwanda, and the United States in winter 2016. From the interviews, emerged three metathemes that broadly describe how these students interpreted their experiences and emerging understandings as they transitioned home: (1) redefinition of learning, (2) redefinition of community, and (3) redefinition of self. My findings suggest that ISL experiences have the potential to facilitate among participating college students not only substantial perspective transformation across the domains of learning, community, and self, but also development of specific global citizenship competencies within each of these broad areas.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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