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
Participating in and Witnessing Fair Trade and Women’s Empowerment in Transnational Communities of Practice
‘homestay’ programme. These living arrangements spatially limited fair trade enthusiasts by slotting them within the plantation hierarchy, which closed off certain forms of spontaneous interaction with workers. They were exposed only to a certain class of
The Conversion of Land and Labor in Bali’s Recent History
, and homestays have been built in the Jimbaran area by both large companies and wealthy individuals. Today, the flow of foreign investment into the tourism industry is moving at high speed, land prices and real estate taxes are soaring, and villagers