サービス・ラーニング研究シリーズ 6 Service-Learning Studies Series No.6 Service-Learning in the Era of “New Normal”: Reflection on the Modes of Service-Learning and Future Partnerships 国際基督教大学 International Christian University サービス・ラーニング・センター Service-Learning Center i サービス・ラーニング研究シリーズ 6 Service-Learning Studies Series No.6 Service-Learning in the Era of “New Normal”: Reflection on the Modes of Service-Learning and Future Partnerships 国際基督教大学 サービス・ラーニング・センター Service-Learning Center, International Christian University Service-Learning Studies Series No.6 (ISSN 1881-6282) Service-Learning in the Era of “New Normal”: Reflection on the Modes of Service-Learning and Future Partnerships Copyright©2021 Service-Learning Center, International Christian University. All rights reserved. Service-Learning Center, International Christian University 3-10-2, Osawa, Mitaka-shi, Tokyo 181-8585, Japan Printed in Japan 目次/CONTENTS はしがき/Preface……………………………………………………………….……….v 執筆者紹介/Profiles of Authors……………………………………………….………..vi 1. Service-Learning in the New Normal: Reflections on Modes and Future Partnerships Mikiko Nishimura…………………………………………………………………...1 2. The Citizen Professional: Engaging the Social and Holding Complexity in Challenging Times Janice McMillan, Reneé Smit, Uzair Ben Ebrahim, Ruth Brain, Shannon Cupido, and Pieter Levecque………………...……………………………………...……….5 3. Reframing Service-Learning to Cultivate Social Innovators: A Case Study of Lingnan University in Hong Kong Chong Xiao…………………..…………………………………...………………..20 4. Service-Learning Under the ‘New Normals’ and Beyond Justin R Nayagam, Malini R, and Akhila Narayanan………...…………………….36 5. Reflection on Online Service-Learning at ICU Kenji Ishihara and Hitomi Yokote………………………………………………….46 6. Promoting Whole Person Education Through Service-Learning in Pre and Post Pandemic Period Mercy Pushpalatha…………………...…………………………...……………….59 はしがき 『サービス・ラーニング（SL）研究シリーズ』は、2005 年の初刊以来、これ まで 5 冊が発刊されました。2011 年にシリーズ 5 が発刊されてから実に 10 年 が経過してしまいましたが、ここに第 6 巻を発行できることになり大変嬉しく 思っています。 2020 年は、新型コロナウィルスの世界的な蔓延により、サービス・ラーニン グも大きな挑戦を受け、高等教育の経験的学習のあり方を見直す契機となりま した。本学でもすべての国際サービス・ラーニングが中止となり、オンライン でのサービス活動のあり方が模索されました。第 6 巻では、本学とインド、香 港、南アフリカのパートナー機関の事例から、ポスト・コロナ時代のサービ ス・ラーニングにおける教授法や取り組み方を展望することを目的としました。 サービス・ラーニングの本質を失わずに柔軟で広がりのあるサービス活動を展 開するために何が必要になるのか、考えるきっかけを提供できれば幸いです。 Preface Since 2005 ICU Service-Learning Center has published five volumes of Service- Learning (S-L) Study Series. I am glad to publish this sixth volume after a long decade. Due to the COVID-19 pandemic, the year 2020 was an unprecedented time that transformed our assumptions about higher education and adjusted how we frame the experiential learning process. We had to cancel international service-learning programs, while being challenged to explore alternative ways of implementing experiential learning programs online. This volume aims at looking ahead to the prospective pedagogy of service-learning in the post-pandemic era from the case studies of ICU and partner institutions in India, Hong Kong, and South Africa. We would like to provide an opportunity to think about what is needed to develop flexible and expanding service activities without losing the essence of service learning. March 2021 Mikiko Nishimura 西村幹子 Director of ICU Service-Learning Center v Profiles of Authors (In the order of appearance) 執筆者紹介（執筆順） Mikiko Nishimura (西村 幹子) Professor, Sociology of Education and International Educational Development, Director, Service-Learning Center, International Christian University, Japan 国際基督教大学教授（教育社会学・国際教育開発）、 サービス・ラーニング・センター長 Janice McMillan Associate Professor, Centre for Innovation in Learning and Teaching, University of Cape Town, South Africa Renee Smit,. Senior lecturer, Department of Electrical Engineering, University of Cape Town, South Africa Uzair Ben Ebrahim Educator and Facilitator, Cape Town, South Africa Ruth Brain Researcher and Urbanist, Cape Town, South Africa Shannon Cupido Educator and Researcher, Cape Town, South Africa Pieter Levecque Associate Professor, Department of Chemical Engineering, University of Cape Town, South Africa Chong Xiao Senior Project Officer, Centre for Holistic Teaching and Learning, Hong Kong Baptist University, Hong Kong Justin R Nayagam, Assistant Professor, Department of Botany, Union Christian College, Aluva (Affiliated to Mahatma Gandhi University, Kottayam), Kerala, India Malini R, Assistant Professor, Department of Psychology, Union Christian College Aluva (Affiliated to Mahatma Gandhi University, Kottayam), Kerala, India Akhila Narayanan Assistant Professor, Department of English, Union Christian College Aluva (Affiliated to Mahatma Gandhi University, Kottayam), Kerala, India vi Kenji Ishihara (石原 謙治) Instructor/Coordinator, Service-Learning Center, International Christian University, Japan 国際基督教大学サービス・ラーニング・センター講師・コーディネーター Hitomi Yokote (横手 仁美) Instructor/Coordinator, Service-Learning Center, International Christian University, Japan 国際基督教大学サービス・ラーニング・センター講師・コーディネーター Mercy Pushpalatha Program Consultant, South Asia, United Board of Christian Universities in Asia vii 1. Service-Learning in the New Normal: Reflections on Modes and Future Partnerships Mikiko Nishimura Service-Learning Center, International Christian University Due to the COVID-19 pandemic, the year 2020 was an unprecedented time that transformed our assumptions about higher education and adjusted how we frame the experiential learning process, in particular, service-learning. Many institutions delayed the start of their courses, canceled exchange programs, and international service-learning. As a result, they were challenged to explore alternative ways of implementing experiential learning programs that combine being, knowing, and doing. International Christian University was not an exception to this struggle. Domestically, in Japan, we have tried our best to seek an online and hybrid mode of service-learning. While exploring our options, we were blessed to work with our U.S. partner, Middlebury College, to create an online international service-learning strategy that allowed Japanese and American students to jointly experience services for a U.S. museum and children in a Tokyo neighborhood. This online interaction expanded the social space for indirect service- learning. American and Japanese students, from various cities, towns, and countries, were also able to work together and engage in service activities with communities across the national border. In this volume of the monograph series, we attempt to capture the impact of the pandemic and how service-learning researchers and practitioners responded by reframing courses and encouraging civic engagement in higher education systems in various parts of the world. This volume includes four articles featuring case studies about the University of Cape Town in South Africa, Lingnan University in Hong Kong, Union Christian College in India, and International Christian University in Japan. We also have one article written by Dr. Mercy Pushpalatha, who was the president and pioneer of service-learning at Lady Doak College in India and now serves as a program consultant for the United Board of Christian Higher Education in Asia. The first article, written by McMillan et al., discusses how the University of Cape Town implemented a course that focused on citizen professionals in engineering and the built environment. This course was designed in 2019 for engineering students as a humanities elective to equip them, as emerging professionals, with new lenses. The goal was to create a new perspective that allowed students to contribute to society as civic- minded professionals. This initiative was also in line with one of the university’s vision 2030 key pillars: to provide a socially engaged learning experience for all students. The course included thorough and engaging discussions and attempted to disrupt the narrow notions of engineering, development, and social change. The university accomplished its goal for the course by acknowledging multiple perspectives and allowing for a thorough examination of complex issues like unequal access to resources, opportunities, land, development, food security, water, and sanitation. Students studied the mobilizing actions 1 of groups and social movements in South Africa and across the continent. Utilizing pedagogy of care and intention, students focused on new methods of professionalism. They also examined so-called wicked problems that were difficult to solve because of factors like deep histories, contradictory stakeholder positions, and complex interdependencies. As a result, the program was able to produce deep reflection, engagement, and learning outcomes. Not only did the course utilize texts, but it also focused on the students, their peers, and their emergent professional identities. In 2020, due to the cancelation of field work during COVID-19, the program introduced weekly writing assignments allowing students to engage with being and to analyze and reflect on the course materials in relation to their own lives and personal experiences. By doing so, the program brought social issues into focus for the class. The second article, written by Xiao, discusses the case of the transformative service-learning model at Lingnan University. Since 2018, the university’s office of service-learning has been working on this model. The school piloted it in a service- learning course during the 2019-2020 and 2020-2021 academic years. As the first university to introduce a service-learning program in Hong Kong in 2004, Lingnan University made it a compulsory course for