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While a growing body of literature testifies to the effects of service-learning in language education, little empirical research has examined the implementation of service-learning courses in minority heritage languages. This chapter discusses the first implementation and effects of Korean service-learning course for Korean heritage language learners at an institution of higher education. Participants engaged in service activities at one of four community sites with different missions. By analyzing students' post-service surveys and course assignments, as well as the community partners' post-service surveys, we were able to demonstrate the effectiveness and benefits of the service-learning course for Korean heritage language students. Conducting service-learning at authentic work contexts in Koreatown in Los Angeles was found to enhance the language learners' linguistic and socio-cultural awareness and develop their social responsibility and sense of kinship in a multicultural and multilingual metropolitan area such as Los Angeles. Moreover, by working on projects requiring Korean language skills, Korean heritage language learners developed their academic-professional proficiency, such as the use of formal speech styles, and realized other linguistic subtleties in Korean. The results from this study contribute to the current body of work on service-learning by adding a perspective from a population that has barely been represented in previous research.

This chapter presents the Hugh O'Brian Youth Leadership (HOBY) program as a case study, examining their gradual process of shifting all programs to integrate leadership development and service. As an organization with over 4,000 volunteers and a nationwide scope, the change process was a challenge but resulted in benefits that fit the organizations' values. The social change model for leadership development (Higher Education Research Institute, ) was used as a guiding framework.

Between 2000 to 2010, forests were lost at an average of 5.2 million hectares per year across the globe (FAO 2010). Though the drivers of deforestation and forest degradation vary, agricultural expansion is responsible for an estimated 80% of this loss (Kissinger et al. 2012). As forests are lost so are all of the knock-on economic, environmental, and social benefits of ecosystem services provided by those forests (e.g. sequestrating carbon dioxide, regulating hydrological systems, maintaining soil quality, preventing erosion, and hosting biodiversity). In fact, it is estimated that land-use change (mostly deforestation and forest degradation in the tropics) accounts for approximately 20% of annual greenhouse gas (GHG) emissions when reforestation and afforestation are excluded (Houghton 2013), or about 11% of global emissions when they are included (Searchinger et al. 2013).1 This is a common occurrence especially in developing countries with high rates of population growth, where land is intertwined with livelihood and governments are forced to make tough choices between competing land uses. Within this context, payment for ecosystem services (PES) is a powerful tool for enhancing economic, environmental, and social returns from investments in integrated ecosystem management, including forest regeneration, agricultural landscapes, agroforestry, silvo-pastoral systems, etc. It provides financial incentives for ecosystem services that are not usually monetized and paid for in the traditional market. PES schemes internalize externalities by creating new marketplaces for ecosystem services. These schemes provide a new source of income for land management, restoration, conservation, and sustainable agricultural activities. However, implementing and sustaining PES schemes over time is not a simple task.

This paper seeks to elaborate an alternative, empowering model of service learning for GCE that helps students relate to one another in more just ways. Our model emphasizes the student/global citizen as an autonomous, political subject, shifting concern from the 'affective-moral' to the 'social-political', drawing on ideas of justice propagated by John Rawls. Three principles we use to reframe GCE are (1) minimization of self-interest from moral choices, (2) respect for diversity of views, legitimate conflict of interests, and right to decide, and (3) recognition of others as autonomous. Such a model can frame South-North and South-South transfer as alternatives to North-South models, and can be useful for enhancing service learning dimensions of national-level citizenship. The paper begins with an analysis of service learning for GCE and some of the opportunities and challenges found in commonly used North-South transfer models. After that, it discusses Rawls's ideas of justice and fair terms of cooperation for cross-cultural communication, and maps three principles for an alternative model for GCE. Each principle has educational implications, though each also poses new pedagogical challenges. The paper concludes with reflections on the kind of global citizen constructed and the implications of our model for students, their view of the world, and actions for social justice. ; Este artículo trata de elaborar un modelo alternativo y habilitador de aprendizaje-servicio para la educación para la ciudadanía global (EpCG) que ayude a los estudiantes a relacionarse entre sí de manera más justa. Nuestro modelo enfatiza al estudiante-ciudadano global como un sujeto político autónomo, cambiando la preocupación por lo "afectivo-moral" hacia lo "socio-político", aprovechando las ideas de justicia propagadas por John Rawls. Tres principios que utilizamos para reformar la EpCG son: 1) minimizar el interés propio en las decisiones morales; 2) respetar la diversidad de opiniones, el legítimo conflicto de intereses y el derecho a decidir; y 3) el reconocimiento de los demás como sujetos autónomos. Este modelo puede estructurar los intercambios Sur-Norte y Sur-Sur como alternativas a los modelos Norte-Sur y también puede ser útil para mejorar las dimensiones de aprendizaje-servicio de la ciudadanía a nivel nacional. El trabajo comienza con un análisis del aprendizaje de servicio para la EpCG y algunas de las oportunidades y desafíos encontrados en modelos de transferencia Norte-Sur que se usan comunmente. Después de eso, se discuten las ideas de Rawls sobre la justicia y los términos justos de la cooperación para la comunicación intercultural, y se trazan tres principios para un modelo alternativo para la EpCG. Cada principio tiene implicaciones educativas, aunque cada uno también plantea nuevos desafíos pedagógicos. El trabajo concluye con reflexiones sobre el tipo de ciudadano global que resulta y las implicaciones de nuestro modelo para los estudiantes, su visión del mundo y acciones para la justicia social.

Case studies are a useful means of capturing and sharing experiential knowledge by allowing researchers to explore the social, organisational and political contexts of a specific case. Although accounts of action learning are often reported using a case study approach, it is not common to see individual case studies being used as a learning practice within action learning sets. Drawing on a network action learning (NAL) project, this paper explores how the process of coaching, articulating, authoring, sharing and editing case studies provided a vehicle for learning and research within a NAL set. The intended contribution of this paper to the theory of action learning is to extend the range of learning practices to include the case study within the NAL set. It discusses how case studies act as boundary objects, which are artefacts that can be used to cross boundaries between groups in order to facilitate learning that might not otherwise occur.

AbstractPolicymakers across myriad jurisdictions are grappling with the challenge of complex policy problems. Multi‐faceted, complex, and seemingly intractable, 'wicked' problems have exhausted the repertoire of the standard policy approaches. In response, governments are increasingly looking for new options, and one approach that has gained significant scholarly interest, along with increasing attention from practitioners, is 'place‐based' solutions. This paper surveys conceptual aspects of this approach. It describes practices in comparable jurisdictions – the United Kingdom, the EU, and the United States. And it explores efforts over the past decade to 'localise' Indigenous services. It sketches the governance challenge in migrating from top‐down or principal‐agent arrangements towards place‐based practice. The paper concludes that many of the building blocks for this shift already exist but that these need to be re‐oriented around 'learning'. Funding and other administrative protocols may also ultimately need to be redefined.

Cover -- Contents -- List of Illustrations -- Contributors -- Acknowledgements -- Introduction -- How You May Use This Book -- How the Book is Structured -- 1 The Transition from Student to Practitioner: Managing the Social Work Learning Journey -- Introduction -- Key Points -- Significance for Social Work Practice -- Using in Practice -- Self-Assessment Audit Tool: Skills and Knowledge -- Conclusion -- 2 Embedding the Principles of Adult Learning -- Introduction -- Key Points -- Significance for Social Work Practice -- Using in Practice -- Behaviour Modification -- Cognition Within Learning -- Constructive Alignment -- Learning Taxonomy -- Learning Styles -- Modelling -- Card Sort -- Other Mediums for Supporting Learning -- Reflective Supervision as Learning Methodology -- Recording Learning -- Learning Agreement/Learning Contract for Learning in the Workplace -- Career Development and Career Advancement -- Acknowledging Challenges to Learning -- Conclusion -- 3 Fostering Emotional Intelligence Within Social Work Practice -- Introduction -- Key Points -- Significance for Social Work Practice -- Using in Practice -- Knowing Oneself -- Self-efficacy -- Developing Emotional Intelligence in Supervision -- Conclusion -- 4 Developing Resilience for Effective and Safe Practice -- Introduction -- Key Points -- Significance for Social Work Practice -- Using in Practice -- Bolstering Confidence -- Building Resilience: Identifying and Managing Pressure to Avoid Stress -- Scaling Exercise -- Using the Principles of Cognitive Behavioural Theory -- Conclusion -- 5 Engaging in Reflective Practice -- Introduction -- Key Points -- Significance for Social Work Practice -- Using in Practice -- Reflection on Practice -- Reflective Questions -- The Reflective Cycle -- Reflecting on a Learning Activity -- Using Art to Reflect.

Globalisation has moved nations to take steps to meet the demands of an increasingly competitive employment market. The Vietnamese Government has introduced a number of initiatives to equip its labour force with the necessary knowledge and skills, one of which is requiring teachers to change their teaching methods toward constructivist pedagogies. This study focuses on pre-service teachers' learning in Vietnam, where a 'large power distance' is widely practiced in education. This article reports on part of the action research study, showing the influences of 'large power distance' on pre-service teacher learning in Vietnam. The findings show that the 'large power distance' in Vietnamese culture generated both negative and positive influences during the teacher learning process. The findings contribute to the discussions about the role of teacher educators in promoting change for better education in Vietnam. Keywords: Constructivist pedagogies, power distance, pre-service teachers, teacher learning, Vietnamese teachers.Cite as: Nguyen, H.T.M. (2016). The influences of 'power distance' on pre-service teacher learning in Vietnam. Journal of Nusantara Studies, 1(2), 38-49. http://dx.doi.org/10.24200/jonus.vol1iss2pp38-49