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It is commonly recognized in the UK Higher Education (HE) sector that the United States has dominated the practice of applying and articulating service-learning as a pedagogical approach for several decades (see Bringle & Hatcher, 1996; Butin, 2003; Eyler & Giles, 1999; Furco & Billig, 2002; Morton & Troppe, 1996). The use of service-learning as a pedagogical approach is an emerging field in the UK, responding to strategic agendas such as national assessment of academic impact and the civic role of universities.

This chapter is divided into three main sections. The first section entails an overview of service-learning. Specifically, this section provides an understanding of what service-learning involves, its central components, and its place and value within both higher education and K-12 education. A key consideration stemming from this section is that well-designed service-learning programs have a significant impact on the development of pre-service teachers while at the same time benefiting community partners. The second section reviews the concept of inclusive education. In particular, a working definition of inclusive education is proffered along with ways in which inclusive education is implemented in practice. An important consideration is the development of attitudes and knowledge for inclusive education in both pre-service and in-service teacher training. The third section explores the symbiosis between service-learning and inclusive education. The point being made is that service-learning experiences provide a viable and practical way for people to engage with children and adults who live on the margins of society. This point is especially apposite, as given research suggests that many teachers, especially in Western countries, originate from a middle-class, female population (Grant & Sleeter, 2009), which may prevent interaction with diverse populations. The chapter concludes with the understanding that service-learning has the capacity to engender a greater sense of empathy and appreciation in pre-service teachers that education is an inclusive enterprise.

Uncertainty and unpredictability in the lives and livelihoods of informal microentrepreneurs in Quito, Ecuador, increase their vulnerability and make the challenges of life at the social and economic margins of society more difficult to overcome. Through their small informal microenterprises, they work to maintain their everyday survival and sustain their hopes for a better future. Some turn to microfinance to support their microenterprises. Worldwide, microfinance is promoted as a powerful instrument for social and cultural change, creating a narrative of microfinance that contains promises of transformative effects. Over 16 months of research, interviews with 120 informal sector microentrepreneurs revealed these promises and the limitations of microfinance in their lives and the individualization of social problems present within the narrative of microfinance. The strength and flexibility of this narrative of microfinance has been built, interpreted, and reinterpreted in ways that allows it to be applied, and accepted, in various global social and political contexts. Informal microenterprises and microfinance are ways that people cope with economic uncertainty and social instability in Quito. Although people turn to microfinance in an effort to cope with their vulnerability, microfinance can increase their everyday vulnerabilities and place the responsibility for overcoming social problems upon the individuals who suffer them the most. Microfinance, therefore, becomes well-intentioned debt, creating new subjects and selfhoods that shift the social problems of poverty and inequality to individual problems that should be overcome by self-reliance.