Current Research Interests in International Service Learning

Abstract

This paper aims to gain a perspective on research concerning transformative international service-learning experiences (ISL) in higher education. First, the inclusion criteria for a literature search and the definition of what constitutes transformative learning in ISL is set forth. Then the knowledge-constitutive framework of Jurgen Habermas is applied to determine the research interests employed for each study. Examples from the search results are used to illustrate each interest: technical, practical and critical. This analysis is followed by an exploration as to why research interests are relevant and which interests may be more appropriate for studying transformative international service-learning programming in higher education.