The study described in this article highlights the complexity of service-learning efforts and community engagement pursuits. It is based on 6.5 months of qualitative fieldwork in International Baccalaureate international schools in Kenya, Ethiopia, and South Africa. The article unpacks the understandings and skills involved in service-learning efforts through a framework developed by the research. The framework includes six knowledge domains: service-learning pedagogy, global issues, school contexts, local contexts, leadership/organizations, and communication. The author argues that related competencies in these domains support efforts, whereas related knowledge gaps impede efforts. Such a framework allows teams to be self-reflective and intentional, justifies related resources, and explains the strain that educators involved in these pursuits can feel. The author argues that facilitators need to have deep knowledge in far more than service-learning pedagogy.

中文翻译：

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追求社区参与：解开与服务学习工作相关的知识和技能

本文中描述的研究强调了服务学习工作和社区参与追求的复杂性。它基于在肯尼亚、埃塞俄比亚和南非的国际文凭国际学校进行的 6.5 个月的定性实地考察。这篇文章通过研究开发的框架解开了服务学习工作中涉及的理解和技能。该框架包括六个知识领域：服务学习教学法、全球问题、学校环境、当地环境、领导力/组织和交流。作者认为，这些领域的相关能力支持努力，而相关的知识差距会阻碍努力。这样的框架允许团队进行自我反思和有意识的，证明相关资源的合理性，并解释了参与这些追求的教育工作者可能会感到的压力。作者认为，辅导员需要的知识远不止服务学习教学法。