This is a visionary, consciousness-raising book that asksus to rethink the purposes and design of study away and study abroad experiencesin the context of a broadened set of global threats, including climate disruption,soaring inequality, ecosystem breakdown, the dying off of distinct languagesand cultural communities, and the threat of a nuclear catastrophe.
As we askstudents to truly comprehend this world from the privileged perspective of theglobal North, Rich Slimbach asks us to consider two fundamental questions: Whatand how should we learn? Andhaving learned, for what should we use what we know?
A panoply of pedagogies and methods of inquiry from studyaway/abroad and service-based learning to diversity programming, environmentaleducation, and community-based research aim to develop students who bothunderstand the challenges faced by global communities and act in ways thatadvance their social and environmental health. What temperaments, socialhabits, and intellectual abilities will they need to help heal their corner ofcreation? And what pedagogical perspectives, principles, and procedures canbest support them in this creative challenge?
Rich Slimbach argues that transforming studentconsciousness and life choices requires a global learning curriculum thatintegrates multi-disciplinary inquiry into the structural causes of problems that riddle the common good, along with mechanisms that bid students tocross borders, to pay attention, and to listen to those unlike themselves.
At its heart, this book proposes a truly transformative approachto community-engaged global learning.
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