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Title: Service-learning exchange in developed cities : dissonances and civic outcomes
Authors: Camus, RM 
Lam, CH 
Ngai, G 
Chan, SC 
Issue Date: Dec-2022
Source: Journal of Experiential Education, Dec. 2022, v. 45, no. 4, p. 453-476
Abstract: Background: The context of learning, which includes the host country, is an important variable of service-learning. Since international service-learning programs often take place in developing countries, studies about their impact and outcomes commonly draw from experiences in developing countries.
Purpose: We investigate service-learning experience in developed, urban settings focusing on dissonances and civic outcomes, key areas of service-learning edagogy.
Methodology/Approach: This an instrumental case study based on a small group sample of 12 Asian student participants of a service-learning exchange to partner universities in the USA.
Findings/Conclusions: Findings suggest that developed cities can be fertile grounds for impactful dissonances and civic learning. “First-world expectations” increased or intensified dissonances students experienced. Confronting urban poverty and other social issues in cities similar to their own led students to see domestic problems with fresh eyes.
Implications: Service-learning exchange in developed cities can facilitate understanding social problems particularly in the way these occur in developed countries and promises transferability of learning. However, students need prompting to connect experiences overseas to home contexts and draw practical consequences. Faculty or staff assistance is necessary to help students constructively cope with powerful dissonances.
Keywords: International service-learning
Civic outcomes
Developed country
Urban poverty
Publisher: Sage Publications, Inc.
Journal: The journal of experiential education 
ISSN: 1053-8259
EISSN: 2169-009X
DOI: 10.1177/10538259211065971
Rights: This is the accepted version of the publication Camus, R. M., Lam, C. H. Y., Ngai, G., & Chan, S. C. F. (2022). Service-Learning Exchange in Developed Cities: Dissonances and Civic Outcomes. Journal of Experiential Education, 45(4), 453–476. Copyright © 2021 (The Author(s)). DOI:10.1177/10538259211065971.
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