Co-constructing knowledge in uganda: Host community conceptions of relationships in international service-learning

Why this paper matters

Examines host-community conceptions of relationships in international service-learning.

Evidence reviewed

Design: Photovoice and qualitative co-construction in Uganda
Full-text status: Indexed PDF/full text reviewed

Principal finding

Participants emphasized friendship, education, social change, and persistent power tensions.

EntrSL interpretation

This paper informs the design or evaluation of service-learning and experiential-learning work. Its findings should be interpreted within the reported design and context, not treated as universal or necessarily causal evidence.

Limitations and boundary conditions

Specific international context and interpretive methods limit transferability.

Scoring rationale

• EntrSL relevance: 5/5. Directness to service-learning, experiential learning, higher education, entrepreneurship, reflection, reciprocity, or institutional practice.
• Evidence quality: 4/5. Based on design transparency, sample or review breadth, analytical fit, and inferential limits.
• Journal standing is separate. OpenAlex two-year mean citedness and h-index are descriptive source metrics and do not increase this paper’s evidence score.

Citation

Kari Grain; Tonny Katumba; Dennis Kirumira; Rosemary Nakasiita; Saudah Nakayenga; Eseza Nankya; Vicent Nteza; Micheal Ssegawa (2019). “Co-constructing knowledge in uganda: Host community conceptions of relationships in international service-learning.” Journal of Experiential Education. https://doi.org/10.1177/1053825918820677