1. Implications of Neoliberalism in International Service-Learning
Sarah Brackmann
Lauren Collier
Brandon W. Kliewer

2. Presentation Overview
Neoliberal overview
Implications of neoliberalism in higher education and service-learning
Traditional & critical service-learning models
Theoretical framework
Exploratory study highlights
Themes
Implications for future research

3. Decline of the Social Welfare State & rise of the Neoliberal Response
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)
Neoliberalism
De-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)
Critical Reflection

5. 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 society
Underscores individual responsibility rather than state obligation
Affirms charity model

7. Traditional Service-Learning
Community Component
reflection
Learning to Serve Serving to Learn
reflection
Classroom Component
Mitchell, T. (2008). Traditional vs. Critical Service-Learning: Engaging The Literature to Differentiate Two Models. Michigan Journal of Community Service-Learning.

8. Critical Service-Learning
Community Component
reflection
A Social Change Orientation
Working to Redistribute Power
Developing Authentic Relationships
reflection
Classroom Component
Mitchell, T. (2008). Traditional vs. Critical Service-Learning: Engaging The Literature to Differentiate Two Models. Michigan Journal of Community Service-Learning.

9. 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)

10. Exploratory Study RQ: Are international service-learning programs
promoting or challenging a neoliberal order?
Content & textual analysis
Sample of International Service-Learning Programs
Case studies
Global LEAD
Intergenerational studies in Cambodia
Camp Counselors in Russia
Maymester in Tanzania

11. Cases Program Purpose Location Costs Global L.E.A.D.
Transform the trajectory of individuals lives through global understanding, leadership, and service
Capetown, South Africa
Athens, 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
SARAH

12. 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

13. 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

14. Intergenerational Studies in Cambodia
Provides students with hands-on experience working with multiple generations of impoverished families in Cambodia.
Students will develop:
A global perspective on intergenerational relations and families
An awareness of the influence of historical, biological, physiological, psychological, cultural, and social factors on families
An understanding of and be able to apply theories and academic concepts to “real-life” situations of impoverished families in Cambodia.

15. 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.”

16. 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

17. Future Research For this study (phase II): Additional studies:
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?

18. 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),
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),
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),

19. Questions? Sarah Brackmann SBrackma@uga.edu Lauren Collier
Brandon Kliewer