Lived Experiences during International Service Learning: A Semiotic Analysis of Photo Journals

Abstract

International service learning (ISL) is a pedagogical approach used to prepare students to be global citizens and has emerged as a popular short-term program model for international experiences. Few studies of ISL have integrated semiotic photo analysis into their evaluations. Combining students’ photographs with text encourages reflection on knowledge and experiences as well as how they are related. The current study used semiotic analysis to understand the lived experiences of students on an ISL to Guatemala. The participatory nature of the research process was critical to the semiotic analysis, as the researchers had an understanding of the cultural perspectives and traditions that emerged in the images which could have been overlooked by a researcher without knowledge of the specific cultural context. Participants kept a photo journal of 10 images and associated narratives to depict their experiences on the ISL. Both semiotic and content analysis were conducted on each journal entry. Coding yielded nine themes: new perspectives, personal connections, impact of coffee, intercultural comparisons, reality of life in Guatemala, cultural values, impact of ISL, connection to photograph, and sense of place. Combining the semiotic and content analysis yielded concurrent meanings through narrative and visual reflections, which, when combined with the researchers’ participatory knowledge of the experience, informed future ISL projects for the research and teaching team. The combination of visual and narrative methods required students to think about what story they will tell about their experience, and brings new layers of meaning to the reflection process. Keywords: photo-based methods, experiential education, educational evaluation, Guatemala

Transformative Learning in Nicaragua: A Retrospective Analysis of University Agriculture Students’ Long-Term Changes in Perspective After a Study Abroad Course

“…These educational experiences are often more complex, demanding, and timeconsuming than other pedagogical approaches (Reilly & Senders, 2009;Schlarb, 2019;Taylor & Rivera, 2011). Nevertheless, mounting evidence has demonstrated the transformative potential of short-term study abroad courses for university agriculture students (Dobbins et al, 2019(Dobbins et al, , 2020O'Malley et al, 2019;Roberts & Edwards, 2016;Roberts et al, 2020a). The current investigation added to the knowledge base by examining the long-term outcomes that students experienced after returning to the U.S. As a result, this study held critical implications for research, theory, and practice.…”

“…The literature in agriculture has also explored the short-term impacts and best practices of study abroad courses (Bunch et al, 2018;Conner et al, 2019;Conner & Roberts, 2015;Dobbins et al, 2019Dobbins et al, , 2020Lamm et al, 2011;O'Malley et al, 2019;Roberts & Edwards, 2016, Roberts et al, 2020a, 2020b. During short-term study abroad courses, existing evidence has demonstrated that students can began to reexamine their lifestyle, beliefs, attitudes, and behaviors (Dobbins et al, 2019(Dobbins et al, , 2020O'Malley et al, 2019;Roberts & Edwards, 2016, Roberts et al, 2020a. Despite this progress, the value and validity of short-term study abroad courses have consistently been called into question (Tarrant & Lyons, 2012).…”

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“…These educational experiences are often more complex, demanding, and timeconsuming than other pedagogical approaches (Reilly & Senders, 2009;Schlarb, 2019;Taylor & Rivera, 2011). Nevertheless, mounting evidence has demonstrated the transformative potential of short-term study abroad courses for university agriculture students (Dobbins et al, 2019(Dobbins et al, , 2020O'Malley et al, 2019;Roberts & Edwards, 2016;Roberts et al, 2020a). The current investigation added to the knowledge base by examining the long-term outcomes that students experienced after returning to the U.S. As a result, this study held critical implications for research, theory, and practice.…”

“…Perhaps to make these power dynamics more accessible for students, faculty could embed approaches that seek to illuminate norms and traditions that are often less tangible and difficult for students to grasp (Hartman & Kiely, 2014). As such, we recommend that visual methodologies be incorporated into study abroad courses so that students can capture issues and problems they may struggle to assign meaning to during the experience (Dobbins et al, 2019(Dobbins et al, , 2020Roberts et al, 2020b). Then, through individual and social reflection of powerful images, the students can more deeply ponder the lived experiences of individuals who lack power in different social systems and begin to gain a greater sense of empathy (O'Malley et al, 2019).…”

“…The literature in agriculture has also explored the short-term impacts and best practices of study abroad courses (Bunch et al, 2018;Conner et al, 2019;Conner & Roberts, 2015;Dobbins et al, 2019Dobbins et al, , 2020O'Malley et al, 2019;Roberts & Edwards, 2016, Roberts et al, 2020a, 2020b. During short-term study abroad courses, existing evidence has demonstrated that students can began to reexamine their lifestyle, beliefs, attitudes, and behaviors (Dobbins et al, 2019(Dobbins et al, , 2020O'Malley et al, 2019;Roberts & Edwards, 2016, Roberts et al, 2020a. Despite this progress, the value and validity of short-term study abroad courses have consistently been called into question (Tarrant & Lyons, 2012).…”