Border crossing. A service-learning approach based on transformative learning and cultural-historical psychology (Cruzando la frontera. Una aproximación al aprendizaje servicio desde el aprendizaje transformativo y la psicología histórico-cultural)

This article presents an empirical study on the notion of border crossing within participation in university service learning (SL) programmes. Taking transformative learning and the cultural-historical approach as the conceptual referents, we analyse the field notes of students in their SL projects in Barcelona and Seville, geared at educational interventions with children from settings at risk of social exclusion. After categorizing the notes of 28 students, we focus on the references to otherness and conduct an in-depth analysis of the narratives of two students elicited by their active participation in the setting. Both cases reveal the importance of the interactive and emotional components of learning in the development of their own identity.