Document Type
Article
Article Version
Publisher's PDF
Publication Date
2005
Abstract
In response to recent calls for internationalization and greater social relevance in professional communication teaching and research, this article links service-learning pedagogy with participatory action research (PAR) methods. A multi-year collaborative project in Kenya illustrates both the challenges and the positive outcomes of international partnerships, which include increased intercultural communication skills, significant contributions to the literature, invigoration of teaching and curriculum, and the development of global civic awareness among all participants. In their recommendations for faculty interested in developing similar partnerships, the authors highlight the importance of understanding the theoretical foundations of servicelearning pedagogy and PAR methods, and advocate for the incorporation of exploratory site visits, pre-departure preparation for both students and faculty, critical reflection, efforts to ensure reciprocal benefits, and ongoing outcomes assessment.
Publication Title
REFLECTIONS: A Journal of Rhetoric, Civic Writing and Service Learning
Repository Citation
Crabtree, Robbin D. and Sapp, David Alan, "Technical Communication, Participatory Action Research, and Global Civic Engagement: A Teaching, Research, and Social Action Collaboration in Kenya." (2005). English Faculty Publications. 37.
https://digitalcommons.fairfield.edu/english-facultypubs/37
Published Citation
Crabtree, R., & Sapp, D. (2005). Technical Communication, Participatory Action Research, and Global Civic Engagement: A Teaching, Research, and Social Action Collaboration in Kenya. REFLECTIONS: A Journal of Rhetoric, Civic Writing and Service Learning, 4(2), 9-33.
Peer Reviewed
Comments
Copyright 2005 New City Community Press and Syracuse University Press
Archived with the permission of the copyright holder.