Drawing on case studies in the United States and abroad, the contributors address the ethical considerations of learning in conflict zones, evaluate the effectiveness of various approaches to teaching these courses, and provide guidelines for effecting change. They also explore how the challenges of field-based classes are magnified in conflict and postconflict settings, and outline the dilemmas faced by those seeking to resolve those challenges. Finally, filling a crucial gap in existing literature, the contributors identify best practices that will assist aspiring instructors in developing successful field-based courses in conflict zones.

Chapter 6 in this book is co-written by Trocaire VPAA, Dr. Allyson Lowe.

Introduction the benefits and challenges of field-based courses in conflict zones -- Considering ethics -- Ethics and field-based courses : how to prepare students for the challenges of practice -- Framing "experience" in international field-based learning -- Field-based courses as transformative education : the role of practical ethics as a framework -- Improving pedagogy -- Developing leaders through innovative education : the olive tree initiative's experiential learning approach to teaching about intractable conflicts -- Windows and mirrors in the wall : experiential learning in Northern Ireland -- The use of service learning in teaching about conflict / Allyson M. Lowe and Sandi DiMola -- Field-based service learning pedagogy and its effects -- Effecting change -- Making change makers : integrating service learning into NGO management courses -- When context and pretext collide : reflective practice as an ethical framework for field-based learning -- Cultivating transformation in field-based courses -- To hell and back with good intentions : global service learning in the shadow of Ivan Illich / -- Conclusion best practices and next directions -- References -- Contributors -- Index.