The Intended and Unintended Consequences of International Service-Learning

Previous research on service-learning in international contexts tends to focus on the benefits and outcomes for students and educational institutions. This essay is intended to provoke further examination of issues related to university-community engagement in global contexts, particularly in terms of the consequences for host communities. In order to explore complex issues surrounding international service-learning, the author offers a composite scenario in a series of snapshots gleaned from projects organized by U.S.-based organizations and universities in partnership with host country organizations and communities. Revealed are a variety of typical outcomes—intended and unintended, positive and negative—for students, faculty, organizations and their staff, and the communities that host visiting service-learning teams. A framework for analysis is offered along with recommendations for ways to mitigate potential unintended negative consequences of international service-learning

Mutual Empowerment in Cross-Cultural Participatory Development and Service Learning: Lessons in Communication and Social Justice from Projects in El Salvador and Nicaragua

Two cross-cultural participatory development and service-learning projects conducted in El Salvador and Nicaragua illustrate a model of mutual empowerment formed from the unification of the three related literatures on developmental communication, intercultural communication and cross-cultural adaptation, and service learning

Technical Communication, Participatory Action Research, and Global Civic Engagement: A Teaching, Research, and Social Action Collaboration in Kenya.

In response to recent calls for internationalization and greater social relevance in professional communication teaching and research, this article links service-learning pedagogy with participatory action research (PAR) methods. A multi-year collaborative project in Kenya illustrates both the challenges and the positive outcomes of international partnerships, which include increased intercultural communication skills, significant contributions to the literature, invigoration of teaching and curriculum, and the development of global civic awareness among all participants. In their recommendations for faculty interested in developing similar partnerships, the authors highlight the importance of understanding the theoretical foundations of servicelearning pedagogy and PAR methods, and advocate for the incorporation of exploratory site visits, pre-departure preparation for both students and faculty, critical reflection, efforts to ensure reciprocal benefits, and ongoing outcomes assessment

Germain, Martha Hawkes. Worldly Teachers: Cultural Learning and Pedagogy.

When I first picked up Worldly Teachers, I had just finished teaching a summer course in a MA-TESOL program in southern Brazil, and had just begun a year of teaching undergraduate courses in Communication and Media Studies in Madrid, Spain. Not surprisingly, I found the book fascinating and useful. Martha Hawkes Germain writes about six veteran U.S. teachers who have studied about, taught, and lived abroad, arguing that intensive international experience profoundly affects a teacher\u27s life and work. She includes reflections about culture shock, friendships across borders, fundamental personal transformation, pedagogical issues, and school reform. It is a valuable book for any teacher who has had or hopes to have a similar experience

Mutual empowerment in cross‐cultural participatory development and service learning: Lessons in communication and social justice from projects in El Salvador and Nicaragua

Two cross‐cultural participatory development and service‐learning projects conducted in El Salvador and Nicaragua illustrate a model of mutual empowerment formed from the unification of the three related literatures on developmental communication, intercultural communication and cross‐cultural adaptation, and service learning. The essay presents an argument for and illustration of communication and social justice research and action that is grounded in long‐term, international participatory projects that empower community members, broaden sojourners’ minds and personal growth, and result in increased communication skills and “education in citizenship” that empowers participants in both the learning context and the broader socio‐political context. The essay includes an in‐depth description of the projects, an overview of the continuing assessment research, and a consideration of ongoing concerns about project design, communication research, and ethics

Community radio in Sandinista Nicaragua, 1979-1992: The evolution of participatory radio in the revolutionary process

Discusses the evolution of community radio during the time of the Sandinista National Liberation Front (FSLN) in Nicaragua from 1979 to 1992. Features of Nicaraguan model of community radio; Total number of transmitters; Development of CORADEP radio broadcasting system; Nature of financing, public access and participation

La radio comunitaria. Historia y síntesis de modelos y experiencias

En los Estados Unidos la radio comunitaria se inició en 1946, el artículo da cuenta de su trayectoria y de su definición. Se asevera que la radio es un "medio invisible". En Europa la radio local es un fenómeno que creció desde la Segunda Guerra Mundial. La mayoría de redes radiales europeas han intentado descentralizar su producción y han ofrecido una nueva forma de salir al aire. En la perspectiva de la comunicación para el desarrollo que impulsa la UNESCO caracteriza a la comunicación como de doble vía