Lindsay A. Beddes ^{1 *}

AM J QUALITATIVE RES, Volume 10, Issue 3, pp. 75-94

https://doi.org/10.66815/ajqr/18484

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Abstract

The purpose of this research was to observe transformational learning and identity development at the intersection of motivational and adult learning theories among 21 participants (18 emerging adults and three adults) during a two-week international service-learning trip to northern Peru. Exploring transformational learning and identity development in emerging adults (Arnett, 1997) is crucial, as existing learning theories may not fully explain their experiences in this transitional developmental phase. As participant-observer, the researcher, supported by one research assistant, collected qualitative observational data during the service, and follow-up survey responses at the end of the service-learning experience. Findings were analyzed using social science Portraiture (Lawrence-Lightfoot & Hoffman-Davis, 1997) and arts-based analysis and representation. Findings confirmed salient themes in service-learning research; while participants experienced cognitive dissonance, the reflection process failed to challenge perspectives or push the boundaries of dissonance. This allowed participants to confirm preconceived biases, in some cases resulting in essentialized identity. This research confirms the importance of intentional and ongoing critical reflection, but highlights that for service learning to move beyond “voluntourism,” facilitators must engage participants in critical reflection that supports addressing difficult issues and promotes genuine growth.

Keywords: arts-based research, identity development, international service learning, reflection, transformational learning, portraiture

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