ABSTRACT Community service trips are often viewed as educational because students supposedly cross socio-economic, racial, and other borders to engage with people of various backgrounds. However, diversity among students, their differing experiences of the service trip, and the ways they learn from each other’s experiences are rarely discussed. Based on ethnographic research conducted during an alternative spring break trip from the north-eastern United States to New Mexico in 2014, this article examines student narratives about their diverse experiences – particularly regarding staying at a hostel and going on hikes – and shows how they learned about the construction of differences from sharing their experiences. This article’s findings challenge the preconceived border between volunteers and the community members they work for as the only difference and show that service trips are often culturally biased in favour of white middle-class experiences. The article suggests “pedagogy of exploration” that encourages students to examine their own diverse experiences and what caused that diversity.

中文翻译：

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阿尔伯克基的无眠之夜：多样性，通过服务学习和探索教学法

摘要社区服务之旅通常被视为具有教育意义的旅行，因为学生据说应该跨越社会经济，种族和其他边界与各种背景的人交往。但是，很少讨论学生之间的差异，他们在服务旅行中的不同经历以及他们从彼此的经历中学习的方式。根据2014年从美国东北部到新墨西哥州的另一次春假旅行期间进行的人种学研究，本文研究了学生关于他们的各种经历的叙述，特别是关于住宿和远足的故事，并展示了他们如何学习通过分享经验来构建差异。本文的发现挑战了志愿者与他们所服务的社区成员之间的先入为主的界限，这是唯一的区别，并表明服务旅行通常在文化上偏​​向于白人中产阶级。文章提出了“探索教学法”，鼓励学生研究自己的多样化经历以及造成这种多样化的原因。