For service learning pedagogy to live up to its fullest and most authentic potential, educators must address the pitfalls of privilege that often go unexamined in relationships between groups of affluent university students and underprivileged populations that service learning programs traditionally seek to “serve.” In order to address dynamics of power and privilege inherent in any relationship between those who “give service” and those who are “served”, a relationship of honesty, reciprocity and mutuality must be established and promoted between those two groups. This study is an effort to further establish such a relationship by fully involving Salvadoran partners in the evaluation of the Grand Valley State University School of Social Work Service Learning program in El Salvador. This evaluation has been conducted in order to more learn from Grand Valley’s international partners, and to include their voices in further development of the program. As a result of the response from Salvadorans stakeholders, this paper seeks to further investigate the distinction between the ideas of service and solidarity, and the ways in which solidarity can contribute to larger social change and potentially diminish the need for “service” altogether.
"From Service To Solidarity: Evaluation And Recommendations For International Service Learning,"
1, Article 2.
Available at: http://scholarworks.gvsu.edu/spnareview/vol2/iss1/2