In response to recent calls for internationalization and greater social relevance in professional communication teaching and research, this article links service-learning pedagogy with participatory action research (PAR) methods. A multi-year collaborative project in Kenya illustrates both the challenges and the positive outcomes of international partnerships, which include increased intercultural communication skills, significant contributions to the literature, invigoration of teaching and curriculum, and the development of global civic awareness among all participants. In their recommendations for faculty interested in developing similar partnerships, the authors highlight the importance of understanding the theoretical foundations of service learning pedagogy and PAR methods, and advocate for the incorporation of exploratory site visits, pre-departure preparation for both students and faculty, critical reflection, efforts to ensure reciprocal benefits, and ongoing outcomes assessment.
A Journal of Community-Engaged Writing and Rhetoric