Cognitive Dissonance in International Service-Learning: Possibilities and Challenges for Service-Learning Pedagogy

This chapter highlights the practical pedagogical elements of an international critical service-learning experience supported by a literature review of critical service-learning theory, critical educational theory, and personal reflection on the author's experience as a service-learning educator. The examples used are not meant to demonstrate the perfect critical service-learning scenario - as no such example currently exists - rather they provide an illustration of real-world elements of service-learning designed to foster social justice. This discussion will focus on how critical education in service-learning can combat the potential problems that arise in an international context where students might make harmful assumptions about the people, the culture, and the politics of the community they are serving. This chapter addresses the previously mentioned challenges showing that critical service-learning serves as a way to avoid these potential problems, while concomitantly holding the power to promote transformational learning experiences as well as fostering a deep, reciprocal relationship with the community through a focus on reflection and dialogue about cross-cultural elements and the root causes of systemic inequalities.