Implications of Neoliberalism in International Service-Learning

Sarah BrackmannLauren Collier

Brandon W. Kliewer

Presentation Overview

1) Neoliberal overview2) Implications of neoliberalism in higher

education and service-learning3) Traditional & critical service-learning

models4) Theoretical framework5) Exploratory study highlights6) Themes7) Implications for future research

Critical Reflection

Decline of the Social Welfare State &

rise of the Neoliberal ResponseSocial Welfare State• Move towards full

employment• Focus on persistent

economic growth• State support of general

social and political welfare of its citizens

• State empowered to intervene in the market if supports economic growth and social welfare (Fallis, 2007)

NeoliberalismDe-regulation, re-

regulation and privatization

Support of capitalist markets and market-like conditions in all spheres

In theory, limited conception of the state (Harvey, 2005)

Neoliberal implications for Higher Education and Service-Learning

Academic Capitalism (Slaughter & Rhoads, 2004)

“Responsibilization” and the neoliberal ethic of service-learning (Dennis, 2009)Under the neoliberal state, social &

political needs unmet by societyUnderscores individual responsibility

rather than state obligationAffirms charity model

Traditional Service-LearningCommunity Component

Classroom Component

Learning to ServeServing to Learn

reflection

reflection

Mitchell, T. (2008). Traditional vs. Critical Service-Learning: Engaging The Literature to Differentiate Two Models. Michigan Journal of Community Service-Learning.

Critical Service-Learning

Community Component

Classroom Componentreflection

reflection

Mitchell, T. (2008). Traditional vs. Critical Service-Learning: Engaging The Literature to Differentiate Two Models. Michigan Journal of Community Service-Learning.

A Social Change

Orientation

Working to Redistribute

Power

Developing Authentic

Relationships

Theoretical Framework

Service-Learning as an Ideological State Apparatus? (Althusser, 1978)

Service-learning evaluation via “benchmarks”? (Bruno, 2009)

Service-learning reinforcing undemocratic practices? (Bruno, 2009; Tallacchini, 2009; Pestre, 2009)

Exploratory Study

RQ: Are international service-learning programs promoting or challenging a neoliberal order?

o Content & textual analysis o Sample of International Service-Learning

Programso Case studies

• Global LEAD• Intergenerational studies in Cambodia• Camp Counselors in Russia• Maymester in Tanzania

CasesProgram Purpose Location Costs

Global L.E.A.D. Transform the trajectory of individuals lives through global understanding, leadership, and service

Capetown, South AfricaAthens, Greece

$5000 (not including tuition, airfare to location)

Camp Counselors in Russia: Learning by Living and Leading

Participate in a study abroad program that examines the Russian camp tradition and youth development

Moscow, Russia

$3,150 (not including airfare to New York City)

Intergenerational Studies in Cambodia

Designed to provide students with hands-on experience working with multiple generations of impoverished families in Cambodia

Phnom Penh

$3,200 (not including airfare or tuition)

Maymester in Tanzania

Focuses on the study of a sustainable development in Tanzania

Moshi, Tanzania

$5000

Global LEAD

Mission: Transform the trajectory of individuals lives through global understanding, leadership, and service

Two interconnected courses: Leadership in the Arts & Sciences; Service-learning in the Arts & Sciences

• Asks students to reflect upon their own experience, prompted by illustrations of those who have served and led back home

Camp Counselors in Russia“Why have a job this summer, when you can have an adventure?”

Students in this program will have the opportunity • To increase cultural understanding and international

exchange• To gain practical experience in understanding youth

development practices• To stimulate thoughtful reflection and service-

learning in conjunction with practical experience• To gain Russian language skills and appreciation

through immersion• To learn about social welfare systems in the post-

soviet era• To provide technical assistance to Russian summer

camps

Intergenerational Studies in Cambodia

Provides students with hands-on experience working with multiple generations of impoverished families in Cambodia. Students will develop:1. A global perspective on intergenerational

relations and families2. An awareness of the influence of historical,

biological, physiological, psychological, cultural, and social factors on families

3. An understanding of and be able to apply theories and academic concepts to “real-life” situations of impoverished families in Cambodia.

Maymester in Tanzania“Students will meet a need within the community and expand their own knowledge and understanding of the issues. They will increase their commitment to community involvement and civic engagement. They will be empowered to envision and create future community service projects, both at home and abroad. They will integrate their academic learning with their practical experience to enhance both. There will be structured time to study and reflect on the basic issues involved.”

Themes

Neoliberal service-learning indicators• Marketing as “fun” and an exotic experience• High cost makes participation exclusive

Critical service-learning indicators• Community active partners in learning and

service• Social justice incorporated into reflection

Future Research

For this study (phase II):• Qualitative interviews with faculty, students,

and communities• Analysis of student participation• Pre- and Post- tests focusing on learning

outcomes Additional studies:

• How does a neoliberal emphasis affect service-learning quality?

• How can critical reflection be used to combat or confirm the neoliberal order?

Resources Althusser, L. (2001/1970). Ideology and Ideological State Apparatus: Notes

on Investigation. In A. Blunden (Ed.), Lenin and Philosophy and Other Essays: Montly Review Press.

Bruno, I. (2009). The “Indefinite discipline” of competitiveness benchmarking as a neoliberal technology of government. Minerva, 47(3), 261-280.

Harvey, D. (2007). A brief history of neoliberalism. New York: Oxford University Press.

Mitchell, T. (2008). Traditional vs. Critical Service-Learning: Engaging The Literature to Differentiate Two Models. Michigan Journal of Community Service-Learning.

Pestre, D. (2009). Understanding the forms of government in Today’s liberal and democratic societies: An introduction. Minerva, 47(3), 243-260.

Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, and higher education. Baltimore, MD: Johns Hopkins University Press.

Tallacchini, M. (2009). Governing by values. EU ethics: Soft tool, hard effects. Minerva, 47(3), 281-306.

Questions?

Sarah BrackmannSBrackma@uga.edu

Lauren CollierLKCollie@uga.edu

Brandon Kliewerbkliewer@uga.edu