Community-Based Global Learning

"Global learning is full of paradox, straddling intention and ambiguity. It is more important than ever to encourage the basic human impulse to connect with people across boundaries. Yet we also have a responsibility to introduce young people to a harsh reality - that 'making a difference' is actually quite difficult. Hartman et al's book is a beacon and a guide for how we can support all who are beginning the lifelong journey of understanding how social transformation happens." Jennifer Lentfer, Director of Communications Thousand Currents "This is an important book on Community-Based Global Learning. The authors, all leading thinkers and practitioners in the field, have written a unique volume that sits at the intersection of theory and practice and thus will be of immense value to both practitioners and scholars. Perhaps most importantly, this volume uses an informed critical lens and does so in a way that will not paralyze practitioners who seek to do this work but will instead free us to do it better." Eric Mlyn, Ph.D. Peter Lange Executive Director of DukeEngage Assistant Vice Provost for Civic Engagement Duke University "The authors invite readers to re-imagine global service learning through a lens of community-based global learning and they do this by putting criticality at the center. This book creates a space for the tension that CBGL educators and practitioners confront and experience when engaging in global community-based learning programs. It offers strong theoretical insights and practical tools to go deeper with our students and ourselves, especially as it relates to reflective practices and intentional program design. Its a strong resource for doing CBGL with critically reflective intentionality." Marisol Morales, Vice-President for Network Leadership Campus Compact "As a (global) service learning scholar-practitioner located in the Global South, I am deeply gratified to read a book that is reflexive and aware of the inherent power dynamics in the practice of CBGL, and in the understanding of global citizenship as a commitment to fundamental human dignity. There are many strengths to this publication. Most noteworthy for me is the idea that if it is impossible to be a development agency without a theory that directs action to the underlying causes of underdevelopment. If universities are partnering with development agencies in CBGL, then arent they taking on the role of a development agency, thus needing a theory of development as institutions? This is a profoundly new way of thinking about the university and its role in its broader socio-political context. In this way, the book makes visible, many invisible processes, inequities and positionalities all of which without critical, thoughtful reflection, can contribute to reinforcing Global North-South divides. The text which is both practical and theoretical (an achievement in itself) should be required reading for anyone interested in the practice of CBGL and the role of universities in international education, global citizenship and social justice." Janice McMillan, PhD Associate Professor & Director University of Cape Town Global Citizenship Program "Grounded in development theory and Fair-Trade Learning principles, this book provides actionable strategies and tools for building meaningful community-based global-learning programs in a variety of forms and within a variety of institutional frameworks. More importantly, however, the authors challenge us to think critically about our motivations for designing programs and push us towards a broader interrogation of higher educations role in championing peace and social justice and educating for social change. Bringing the same cultural humility we look to develop in our students, the authors encourage us to join them in co-creating a community of practice that advances the democratization of knowledge." Rachel

Eric Hartman is Executive Director of the Center for Peace and Global Citizenship at Haverford College and co-founder of globalsl, a network dedicated to ethical, community-based global learning. Richard C. Kiely is a Senior Fellow in the Office of Engagement Initiatives at Cornell University and co-founder of the globalsl network. Jessica Friedrichs is an Assistant Professor in Social Work and the Coordinator of the Just and Merciful World Curriculum at Carlow University in Pittsburgh, PA. Christopher Boettcher is an Associate Professor of English at Castleton University.

Foreword by Rafia Zakaria Acknowledgments Photo AcknowledgmentsIntroduction1. Defining Community-Based Global Learning 2. Seeking Global Citizenship 3. Advancing Reflection and Critical Reflection 4. Power, Self as a Cultural Being, Cultural Humility, and Intercultural Communication 5. Community-Driven Partnerships 6. Immersive Community-Based Global Learning Program Design. What Are Your Team's Goals? 7. Planning for Immersive Global Learning 8. Staying Safe, Healthy, and Happy 9. The Journey Continues. Stepping Forward About the Authors References Index