This section of the comprehensive account of the action research and pedagogical reform of the CASA-Sevilla study-abroad programme concerns the introduction of community-engaged learning as a way to complement classroom instruction. Some experiential elements were already part of the programme’s previous design (homestays, cultural visits), but they needed to be structured into the curriculum, with clear learning goals and evaluation criteria. In addition, to palliate the obstacles students experienced when trying to establish connections with the local society, service-learning in community organisations was introduced into the core ‘Beyond Stereotypes’ course. This section describes the strategies that were designed to encourage active learning in the homestays, the cultural visits and the participation in community organisations, and the role these elements play in the new programme.
Eva Infante Mora, Luisa Álvarez-Ossorio Piñero, and Bartolomé Miranda Díaz
Commemoration, Contestation, and Migrant Integration in the United Kingdom and Germany
Barbara Laubenthal and Kevin Myers
constituted by their location in social structures and cultural formations. Individuals and groups absorb, employ, and/or eschew images, ideas, and narratives that condition their interests and tastes and shape their expectations of cultural visits. It matters
Kylie Message, Eleanor Foster, Joanna Cobley, Shih Chang, John Reeve, Grace Gassin, Nadia Gush, Esther McNaughton, Ira Jacknis, and Siobhan Campbell
of the Museum, through gifts and object exchanges, public talks, and reciprocal cultural visits, in shaping New Zealand's relations with the PRC. Excellent chapters by Claire Roberts and Maria Galikowski also effectively elucidate the