In this response, Suzanne Smythe imagines the role of new technologies in community-based education as we settle into a "new normal." This article builds upon and extends Jen Vanek's suggestions in Part 1 by drawing upon research and practice oriented to digital justice. Smythe describes her experiences as an adult literacy researcher in…

Students, staff, and faculty ought to engender a culture of civic action and ethical accountability enhanced by rigorous coursework, but this goal necessitates resources: administrators must invest in service-learning to reap its full benefits. Issues arise, however, when one considers this investment in light of the academy's corporatization. As…

In the winter of 2010, as the professor of an introductory Gender Studies course in a Canadian university, author Ilya Parkins was involved in a community service learning project centered on the memorialization of women murdered in her university's local community. In this article, Parkins considers what limited this project, which was so…

Tomoko Masuzawa and a number of other contemporary scholars have recently problematized the categories of "religion" and "world religions" and, in some cases, called for its abandonment altogether as a discipline of scholarly study. In this collaborative essay, we respond to this critique by highlighting three attempts to teach…

Dehumanizing tendencies within the present neo-liberal era provide the backdrop against which the authors have developed an 11-year partnership in the Global South. The economic context encourages competition over community and, while portending to bring people closer together through technological advances, it only facilitates the flow of…

Negotiation is one of the most popular elective business courses offered across tertiary educational programs today. Yet, in many undergraduate and graduate programs, the "practice" of negotiation takes place solely through role-plays and simulations. The purpose of this article is to provide a "how to" template for negotiation…

The broad enthusiasm for service-learning on U.S. campuses and in education abroad is an extremely welcome development. However, the status of service-learning is problematic institutionally and academically. It is frequently not located in mainstream academic departments or is seen as an incidental activity nor does it, for the most part, achieve…

This article, which forms part of the policy booklet "Lessons from the Front" written by participants and Ambassadors of the Teach First scheme, argues that educational outcomes are often adversely affected by the size and structure of many urban complex schools. Rather than multiplying the efforts of teachers, too often the…

Policy on service learning is framed in the discourse of reciprocity, partnership and engagement. It is tasked with transforming higher education to bring about opportunities for integrating theory and practice, work-based learning and academic learning, so that higher education engages with knowledge created in other sites of practice. While…

The cultural validity of a psychological or educational theory is a function of its sensitizing and heuristic power for a given task addressed by a given community. African universities have inherited from the West a number of institutionalized arrangements for learning that tend to decontextualize the learning process by extracting learners from…

A faculty member describes his experience and personal reflections as part of a volunteer project in India and Burma. Draws implications for faculty development through volunteerism and service learning at the local and international levels. Suggests ways in which institutions of higher education can encourage and structure faculty volunteering…

Argues for an increasing emphasis on community service in South African higher education to enrich traditional faculty activities of research and teaching. Suggests this be done by engaging communities of learners to address, in a practical fashion, real problems in South African society. Provides examples from the University of Stellenbosch…

A graduate of St. Mary's College of Maryland recounts her experience on two of the college's service learning trips, one to Guatemala and one to the Gambia. She reports that the international service learning experience had a great impact on her in the areas of career choice, cultural understanding, and personal reflection. (DB)

Describes two study abroad programs based on service learning at the Centers of Lutheran Reformation in Germany. Participants not only fulfilled community needs but also forged individual relationships that helped them reflect on global and economic issues that they could not have understood from classroom lectures alone. (Author/VWL)

Compares the service learning experience of college students to the traditional social science technique of participant observation. Suggests that service learning allows students to test theories through personal observation in a service setting and experience the logic and practice of social research. Uses examples from the Xavier University…