Framework for Harm Reduction in International School Service Learning
Priority on building understanding of impact within our own school community before externalizing
ready to �get started?
A collaboration between
Dr. Emily Meadows
(she/her)
LGBTQ+ Consultant �for International Schools�www.emilymeadows.org
Emily Zien
(she/her)
Health & Physical Education teacher
Tiwana Merritt
Service Learning Coordinator & Teaching & Learning Coach @ American International School of Johannesburg (AISJ)
Haakon Gould
Service Learning Coach @ Shanghai Community International School (SCIS)
This tool is available free of charge for reducing harm in service learning, and should not be monetized in products or services without consent of the authors.
This practical tool guides school communities to center harm reduction as a lens through which to approach all service work. We offer an on-going, reflective framework to deepen the intentionality of values and impacts made during service learning in international schools.
What
We aim to foster intentional service learning through setting students and school communities up for lifelong contributions and engagement with real world issues in a sustainable way. This tool addresses how ethics, power, privilege, and identity may increase or reduce harmful practices associated with service learning.
Why
When considering an existing or possible service learning experience, walk through the flow chart step by step with members of your community, including students. Your critical and honest answers to each question will invite you to either carry on to the next step, or guide you to relevant resources to investigate further development of that particular area.
How
Service practitioners are uniquely positioned to support community members to understand their current and potential impact on important global issues. This tool is specifically designed to be used by international school communities seeking to build more effective service learning experiences that promote responsibility, accountability, dignity, and humanity for all involved.
Who
HG
INSTRUCTIONS:
** This tool can be used to audit an entire program, or a single service learning experience, according to your context and needs. It can be used before an experience (for best results), but you’re also encouraged to reflect post-experience to prevent additional harm.
Does your school have a definition �of service learning that is understood by the school community?
Not yet
School Definition
Useful Resources
Yes
#1
next step
How does this experience connect to your school mission, vision, values, identity, and DEIJ commitment?
Have you established and mapped a vertically aligned framework, continuum of service, and a way to monitor the progress of your service learning program?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#2
next step
Areas for growth
Have you identified how this experience addresses targeted learning outcomes, skill development, and curriculum connections for students?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#3
next step
Have you identified the root cause and related systems of the issue you are trying to address with this experience?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#4
next step
Have you identified ways in which this issue presents itself within your school community, and ways that you could be addressing the issue internally?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#5
next step
Have you built relationships, listened, and learned from the community that will be most impacted by this experience, and are you familiar with their culture, language, customs, governance, and history?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#6
next step
Have you considered the expertise and qualifications that the adult leaders and the students have to do the work associated with this experience?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#7
next step
Will the experience have a sustainable, �long-term impact on students’ preparation �and potential for effective, responsible�lifelong service within their community?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#8
next step
Does your experience prepare for, and regularly evaluate the potential impacts surrounding identity, privilege, colorism, classism, power dynamics, linguistic bias, white supremacy, colonialism, and white saviorism?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#9
next step
How might your program be received by those you most hope to impact, and does this align with your intent?
Not yet
Fill in by citing evidence
Useful Resources
Yes
#10
This tool was strengthened by the thoughtful feedback of:
Francesca Cecchi, Constance Darshea Collins, Danielle Van Rooyen, Hope Teague-Bowling & American Community School of Abu Dhabi Students, Rebecca Gillman, Russell Krummell, and Clara Reynolds.
As a community-oriented project, we welcome your thoughts as well. Please let us know if you have feedback and/or resources we should consider for this tool.
@emilymeadowsorg
@MsEmilyZien
@tiwanamerritt
John-Haakon Gould