Suchergebnisse

AbstractSierra Leone suffered a destructive 11‐year civil war that largely left its communities torn apart and in need of vast redevelopment. One of the ways that communities are rebuilding and making efforts to move forward is through the chieftaincy‐based community dispute resolution process. Based on historical norms, this process involves the community leader, or chief, helping to resolve disputes within the community. This article reviews this chieftaincy‐based community dispute resolution process, discusses the types of disputes settled, and provides broader lessons learned for communities who may be interested in truly community‐based dispute resolution.

In recent years, colleges and universities have begun investing significant resources into an innovative pedagogy known as experiential philanthropy. The pedagogy is considered to be a form of service-learning. It is defined as a learning approach that provides students with opportunities to study social problems and nonprofit organizations and then make decisions about investing funds in them. Experiential philanthropy is intended to integrate academic learning with community engagement by teaching students not only about the practice of philanthropy but also how to evaluate philanthropic responses to social issues. Despite this intent, there has been scant evidence demonstrating that this type of pedagogic instruction has quantifiable impacts on students' learning or their personal development. Therefore, this study explores learning and development outcomes associated with experiential philanthropy and examines the efficacy of experiential philanthropy as a pedagogic strategy within higher education. Essentially, we seek to answer the question, Can philanthropy be taught?