ABSTRACT

Using a case study, this paper explores the pedagogy and logistical best practices of leading short-term study trips to the indigenous highlands of Guatemala. The goals of community-engagement are to have students: 1) interact with people of different cultural, linguistic, political, and economic world views, expanding their range of diversity-training; and 2) think critically about poverty and human agency in a global context. Logistical considerations are a key component of the learning experience when markets suffer from asymmetric information and moral hazard. This paper contributes to the literature by highlighting the ways that planning, programming, and logistics need to be woven into sustainable approaches to community engagement. For this to be an ethical endeavor, local peoples should be involved with the development and execution of the program. A barrier to learning can be a perception by students that, given their comparative economic privilege, they are there to “help” poor families. Students learn from host families about a different and holistic worldview, and gain insights into business development and its barriers. After the trip, students have a new way of thinking about diversity, agency, and workable approaches to ethical and sustainable self-help business developments.

摘要

本文通过案例研究，探讨了引导短期学习之旅到危地马拉本土高地的教学法和后勤最佳实践。社区参与的目标是让学生：1）与具有不同文化，语言，政治和经济世界观的人们互动，扩大他们的多样性培训范围；2）在全球范围内批判性地考虑贫困和人类行为。当市场遭受信息不对称和道德风险的困扰时，后勤考虑是学习经验的关键组成部分。本文通过强调计划，规划和物流需要纳入社区参与的可持续方法的方式，为文献做出了贡献。为了这是一项道德上的努力，当地人民应参与该计划的制定和执行。学习的障碍可能是学生认为，鉴于他们享有相对的经济特权，他们在那里“帮助”贫困家庭。学生向寄宿家庭学习不同的整体世界观，并深入了解业务发展及其障碍。行程结束后，学生将以全新的方式思考多元化，代理和可行的方法，以符合道德和可持续的自助式业务发展。