1. To consider the role of ethics in community engagement in international education.
2. To review and apply one ethical framework in international education: Fair Trade Learning.
3. To develop recommendations supporting continuous program enhancement, specifically in respect to quality community partnerships.
In recent years, there has been astonishing growth in international programming that embeds service-learning, volunteerism, or some form of community engagement. This tool introduces the idea of Fair Trade Learning as a framework through which to critically examine ethical standards for community-engaged international education. Through a series of activities facilitated prior to departure, while abroad and upon return, students are asked to reframe their education abroad program as subject of study through the lens of fair trade learning standards. Though designed for community-engaged programs, the tool is relevant for all programs interested in establishing equitable community partnerships.
a. Higgins-Desbiolles, F. and Russell-Mundine, G. (2008) Absences in the volunteer tourism phenomenon: The right to travel, solidarity tours, and transformation beyond the one-way. In Lyons, K.D. and Wearing, S. Journeys of discovery in volunteer tourism: International case study perspectives. Oxfordshire: CABI, pp. 182-194.
b. Hartman, E. (2013). The market, ideals, and international volunteers: The story and the tensions behind Fair Trade Learning. Building a Better World Forum. Available at http://criticalservicelearning.org/2013/10/24/market-ideals-international-volunteers-story-tensions-behind-fair-trade-learning/
c. Fair trade learning. Building a better world forum. Available at http://criticalservicelearning.org/2013/09/18/fair-trade-learning/
Optional: Whether pre-departure or upon return, consider using one class meeting to facilitate a discussion of students’ reasons for global engagement (see Appendix 21a). Have students divide into groups of three. Within each group, have the students share their rankings and ask them to complete the exercise again but this time ranking them based upon group consensus. They will need to fill use the right-hand column to do so. After 15 minutes or so, bring the group back together and facilitate a discussion around the following questions:
Details of each assignment should be written into the course syllabus and account for a predetermined course grade percentage. Grading should be based on completion of the assignment as specified.
At least one class session during each phase (pre-departure, in-county & post-study abroad)