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Transformative learning through service-learning: no passport required

This paper develops understanding of critical pedagogy through analysis of locally based service-learning projects facilitated in a partnership between schools, NGOs and Universities. It presents an original framework for analysing transformative aspects of service-learning initiatives that seek to challenge injustice. The research emerged from a conference led by the researcher entitled 'Every Child, Everywhere: The Global Dimension in Practice’, that was attended by 180 delegates from schools, children’s services, NGO’s and other organisations including headteachers of over 50 local schools. As part of this research, University students were involved in the delivery of 62 global citizen workshops to over 700 year 8 pupils and 56 community engagement projects delivered in schools and other settings. Following a presentation of this research at the 2008 International Association of Research on Service-Learning and Community Engagement in Portland, USA the researcher was invited to submit this paper, following peer review, to a special edition of ‘Education and Training’ on ‘Student learning from community engagement’. Following publication, the researcher was asked to contribute a chapter to the monograph ‘Service-Learning and Educating in Challenging Contexts: International Perspectives’ published by Continuum in 2012. This research led to the successful application for a £30,000 Higher Education Academy (HEA) Departmental Development Grant (January 2012-June 2013) to develop a framework for internationalising the student experience without the need to travel abroad in a project titled ‘International Experience for Engaged Global Citizens in Education’. This research approach is now being used by the researcher to evaluate the Global Teachers Award across England, Ireland, Hungary and Latvia as part of a €668,000 European Union funded Development Education project.