AbstractsPsychology

Through a case study of the experiences of eight undergraduate students participating in the St. Thomas More College/Intercordia Canada international community service-learning programme (2008), this thesis seeks to assess whether the participants’ learning has proved transformational through an analysis of the forms and processes of transformative learning as developed by Richard Kiely (2002, 2004, 2005). Content analysis of semi-structured student interviews (pre and post-participation), programme materials, student journals, academic reflections and essays reveal transformative shifts across the political, moral, intellectual, cultural, personal and spiritual learning domains. The study adds to the research on international community service-learning through an analysis of Kiely’s transformative learning theory in a new context, and explores how context affects learning processes. Findings indicate the dynamics of participant vulnerability and acceptance from host communities can provide for transformational relationships of solidarity across difference.