Document 405467

From Doorstep to Planet:
The Domestic-International Nexus in Global Learning
Shuang Frances Wu
Richard Slimbach
Whitechapel High Street in London
1 What? what kind of student? [product]
Why? To shape what kind of world? [purpose]
How? through what learning activities? [pedagogy]
Where? In what Settings? [place]
3 …Will repair this world?
Gridlocked Cities e Proliferating Slums e Industrial Pollution
Rising Temperatures e Melting Ice Sheets e Heat Waves & Drought
Floods & Storms eDeforestation & Desertification
Species extinction e Water Depletion e Food insecurity
Money as King e Market as God ecrap Jobs
widening Inequality e Social exclusion e Infectious Disease
Peak Oil e Resource Wars e Reciprocating terror
Mass Migrations e Trafficked Persons e mass incarcerations
Immigrant Bashing e Civil Unrest ePrivatization of commons
Technology-Mediated Experience e Connection Addiction
Chronic Depression & Obesityedeclining happiness
4 World We Have
Global scale (Big is better.)
Short-term Profit (Make a buck.)
Growth Imperative (More is better.)
Standard of Living (Consume.)
Competition (compete or die.)
Hierarchy (Follow orders.)
Quantification (Show me the numbers.)
Homogenization (Join the crowd.)
Upward Mobility (space over place)
Exploitation (Race to the bottom.)
Earth as “raw materials” (Neutralize nature.)
Cultures = “attractions” (Tourist gaze)
Dehumanization (Technological control)
Amorality (What soul?)
World We Want?
Local-scale (Resilient)
Long term sustainability
Ethic of ‘enough’
Quality of Life
Common good
Qualitative development
Cultural preservation
Economic justice
Earth as gift, stewardship
Cultures = repositories of wisdom
Vital faith
5 The university’s Crisis of purpose
reputation &
“What is needed is not just more programs, but a larger purpose, a larger
sense of mission, a larger clarity of direction.” Ernest Boyer, “Creating
the new American college”
6 “You can reasonably set out to put your students in possession of a set of
materials and equip them with a set of skills (interpretive, computational,
laboratory, archival), and even perhaps (although this one is really iffy)
instill in them the same love of the subject that inspires your pedagogical might just make them into good researchers. You can't make
them into good people and you shouldn't try." Stanley Fish
Fish or Freire?
“Education either functions as an instrument which is used to facilitate
integration of the younger generation into the logic of the present system
and bring about conformity or it becomes the practice of freedom, the means
by which men and women deal critically and creatively with reality and
discover how to participate in the transformation of their world.” Paulo
7 Market
8 Driver & Shotgun
Market driven & mission sensitive?
Mission driven & market sensitive?
9 Essential Learning Outcomes
1. Knowledge of Human Cultures & the Physical and Natural World: study in the
sciences & mathematics, social sciences, humanities, histories, languages, arts -Engagement with big questions, both contemporary and enduring questions
2.  Intellectual & Practical Skills: inquiry & analysis, critical and creative thinking,
written and oral communication
3.  Personal & Social Responsibility: civic knowledge & engagement (local and
global), intercultural knowledge and competence, ethical reasoning and action
-- Anchored through active involvement with diverse communities and realworld challenges
4. Integrative & Applied Learning: The application of knowledge, skills, and
responsibilities to new settings and complex problems
10 What kind of Student?
Global Citizen…
“You can’t think about what you don’t know, and nobody knows this planet.
The people who think globally do so abstractly and statistically, by reducing the
globe to quantities…. You can’t act locally by thinking globally. If you want to keep
your local acts from destroying the globe, you must think locally.” Wendell Berry
11 … or Rooted Cosmopolitan?
“attached to a home of one’s own, with its own cultural particularities, but
taking pleasure from the presence of other, different places who are home to
other, different people.” Kwame Appiah
12 With what kind of curriculum?
Essential geo-cultural challenges: transnational Problems & intercultural
“Border Crossings”
13 Learning for pleasure:
World as personal Playground Through what learning Experiences?
“Few of us ever forget the connection between ‘travel’ and ‘travail,’ and I know that I travel in large part in
search of hardship—both my own, which I want to feel, and others’, which I need to see.” Pico Iyer
Learning through Travail:
World as place of Peril 14 In what settings?
The Doorstep & the Planet
“I must attempt to care as
much for the world as for my
household. Those are the
poles between which a
competent morality would
balance and mediate:
the doorstep and the planeT.”
Wendell Berry
15 World in Motion à New Global
Hardship at Home + Opportunity elsewhere = Migration
16 Where’s the “global” in global learning?
Garment district, Los Angeles
Greater Kailash, Delhi
Queens, new york
17 “The nature of the world today is such that U.S. and global realities, whether economic, cultural, political,
environmental or social, interpenetrate and mutually define each other to the degree that isolating U.S.
18 studies from international studies is increasingly impractical” Grant Cornwell & Eve Stoddard
Points of Convergence
Shared subject: World
Shared Values: Human difference;
social & ecological justice
Shared Context: Communities
Shared approach: Interdisciplinary
Shared pedagogy: experiential
Shared outcome: student &
community development
Shared burden: marginal status
19 Social Concerns Seminar; Summer Service Learning Program
University of Notre Dame
HECUA (Higher Education Consortium for Urban Affairs)
University of Minnesota
The Philadelphia Field Project
Penn State
Chicago Program
Associated Colleges of the Midwest
Border Studies Program
Earlham College
“Makah Culture Past and Present” course
Pacific Lutheran University
Los Angeles Term
Azusa Pacific University
“Resettling Refugees and Immigrants in Maine” program
Williams College 20 Why a Doorstep-to-planet site progression? #1. Checks exoticism & Hedonism
Luang Prabang, Laos
Goa, India
“Calling something exotic emphasizes its distance from the reader… We call something
exotic if it’s so different that we see no way to emulate it or understand how it came to
be. We call someone exotic if we aren’t especially interested in viewing them as people
— just as objects representing their culture.” N.K. Jemisin
21 #2 Illumines the conditions, causes & costs of inequality
22 23 #3: Frames the world in local-personal terms
24 #4: brings issues of power & privilege to light
Touched By an angel?
25 #5: supports a more accessible, affordable, reciprocal &
sustainable model of global learning
“We must begin to pursue alternative, more sustainable ways to enhance our
understanding of the world and our role in it to replace the current, fossil fueldependent study abroad paradigm.” Kati Maginel
26 Doorstep ! Planet ! doorstep
#6: creates a basis for comparison & adoption from elsewhere
“It is indispensable to be perpetually comparing our own notions and customs with the
experience and example of persons in different circumstances from themselves: and
there is no nation which does not need to borrow from others, not merely particular
arts or practices, but essential points of character in which its own type is inferior.”
John Stuart Mill, Principles of Political Economy
27 Lessons in Personal Change (progressive simplification)
•  Eco-villages, Informal Settlements: Creating a more self-reliant, low-energy,
and convivial lifestyle
Lessons in Structural Change (social innovation)
•  Freiburg, Germany: energy consumption
•  Copenhagen, Denmark: active transportation
•  Porto Alegre, Brazil: urban governance
•  Mondragón, Basque Country, Spain: cooperative organization
•  Havana, Cuba; Dar Es Salaam, Tanzania: food self-sufficiency
•  Medellin, Colombia: urban design
28 Cosmopolitan Localism
New Urbanism e complete streets e Slow Food
Community Supported Agriculture e Holistic Medicine
Buy Locale Fair Trade e Freecycle e Independent Media
farmers markets e Community Bankse cooperative planning
social media e Smart Growth e 3D ‘printing’ ezero waste
corporate social responsibility e Voluntary Simplicity
Transition Towns e liveable wagee renewable energy
open source education e fossil fuel divestment
Socially Responsible Business e Car Sharing e Bike Co-ops
DIY Skill-Sharing e Humane Animal Husbandry
“You never change anything by fighting existing reality. To change something.
build a new model that makes the existing model obsolete” R. Buckminster Fuller
29 Topical Resources
“From Doorstep to Planet: Putting the Local into Global Learning”
AAC&U: Global Learning in College: Cross-Cutting Capacities for 21st Century Students
Minneapolis, MN – October 16-18, 2014
Shuang Frances Wu, Azusa Pacific University, [email protected]
Richard Slimbach, Azusa Pacific University, [email protected]
Rooted Cosmopolitanism
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