Books by Eric Hartman
International education, service-learning, and community-based global learning programs are robus... more International education, service-learning, and community-based global learning programs are robust with potential. They can positively impact communities, grow civil society networks, and have transformative effects for students who become more globally aware and more engaged in global civil society – at home and abroad. Yet such programs are also packed with peril. Clear evidence indicates that poor forms of such programming have negative impacts on vulnerable persons, including medical patients and children, while cementing stereotypes and reinforcing patterns of privilege and exclusion. These dangers can be mitigated, however, through collaborative planning, design, and evaluation that advances mutually beneficial community partnerships, critically reflective practice, thoughtful facilitation, and creative use of resources.
Drawing on research and insights from several academic disciplines and community partner perspectives, along with the authors’ decades of applied, community-based development and education experience, they present a model of community-based global learning that clearly espouses an equitable balance between learning methodology and a community development philosophy.
Emphasizing the key drivers of community-driven learning and service, cultural humility and exchange, seeking global citizenship, continuous and diverse forms of critically reflective practice, and ongoing attention to power and privilege, this book constitutes a guide to course or program design that takes into account the unpredictable and dynamic character of domestic and international community-based global learning experiences, the varying characteristics of destination communities, and a framework through which to integrate any discipline or collaborative project.
Readers will appreciate the numerous toolboxes and reflective exercises to help them think through the creation of independent programming or courses that support targeted learning and community-driven development. The book ultimately moves beyond course and program design to explore how to integrate these objectives and values in the wider curriculum and throughout formal and informal community-based learning partnerships.
Table of Contents:
Foreword
Introduction
1) The Community-Campus Contribution: Defining Community-Based Global Learning
2) Educating for 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) Program Design: What are your team’s goals?
7) Planning for Global Learning
8) Staying Safe, Healthy, and Happy
9) The Journey Continues
References
Index
Academic Papers by Eric Hartman
Frontiers: The Interdisciplinary Journal of Study Abroad, 2020
This article draws on existing literature, a large, multi-institutional dataset, and several case... more This article draws on existing literature, a large, multi-institutional dataset, and several case studies to explore two empirical questions: Do students of color (SOC) differ from white students in statistically significant ways in respect to the global learning goal of cultural humility? And what interactive effects do students and faculty from diverse backgrounds, diversity and inclusion advocacy, and diverse community contexts have on one another? We draw on existing literature and quantitative data to demonstrate that SOC tend to bring strengths to global learning experiences. We share several case studies to demonstrate how those strengths may lead to specific alliances regarding justice work in host communities, complicating any conception of students as visitors unattached to local justice struggles. Throughout the article, we draw on current literature and practice to present several questions at the intersections of education abroad, diversity, equity, inclusion, community-based global learning, and critical global citizenship. Introduction In the article that follows, we upend and complicate numerous assumptions at the intersection of participant diversity, global learning goals, inclusivity and justice advocacy, and host communities. In particular we demonstrate that students of color (SOC) bring specific assets and cultural wealth to education abroad programming, and that individuals with marginalized identities frequently interact with host community justice networks in both exciting and profoundly complicated ways,
In D. E. Lund (Ed.), Handbook of service-learning for social justice. Wiley, 2018
In response to paternalistic forms of international volunteering, voluntourism, global service-le... more In response to paternalistic forms of international volunteering, voluntourism, global service-learning, and similar versions of "community tourism," an approach to ethical global development cooperation, fair trade learning (FTL), takes an abiding commitment to reciprocity as a foundational assumption. This commitment to reciprocity grew from a partnership with a community organization in rural Jamaica, and therefore has its genesis in the Global South (Hartman, 2015; Hartman, Paris, & Blache-Cohen, 2012, 2014). However, the individuals who have been the primary presenters of and authors about FTL are from the Global North. While there are some defensible reasons for this, this pattern of Northern authorship embodies a conflict with the commitments intended by FTL standards, which include deliberate co-generation and coproduction of knowledge as components of reciprocity (Hartman, 2015; Hartman, Paris, & Blache-Cohen, 2014). This chapter first considers the practical repercussions of coupling the notion of global standards with continuous commitment to co-generation and co-ownership, while highlighting the importance of embracing that struggle. It then shares perspectives on FTL standards from development and academic professionals in India and South Africa. Finally, it concludes with recommendations for deliberate coupling of standards, continuous criticality, and commitment to co-generation.
In the brief essay that follows I will illustrate how international and community-engaged educati... more In the brief essay that follows I will illustrate how international and community-engaged educational experiences offer important opportunities for intellectual inquiry centered on the juxtaposition between rights thinking and rights practice. I will illustrate the discussion with examples from a set of courses that continue students’ intellectual journeys relating to rights-thinking following 8-week summer internship experiences focusing on peace and social justice.
Community-engaged scholarship (CES) often intersects with international education, global develop... more Community-engaged scholarship (CES) often intersects with international education, global development, and leadership studies as higher education institutions work to prepare global leaders. The intersection is rife with perverse incentives, and illustrates the importance of conceptual and technical preparation as they relate to right action in marginalized communities. After reviewing the social phenomena resulting from these perverse incentives, the current paper considers the ways in which dominant discourse may prevent students and faculty from seeing the full shape of issues they wish to address through CES. A rights-based approach is advanced as a tool in the effort to ensure ethically grounded partnerships.
Although students' personal passions typically determine the issue addressed by service-learning ... more Although students' personal passions typically determine the issue addressed by service-learning leadership initiatives, this chapter advocates for a community-centered alternative. This in-depth exploration of a leadership development course series models a community-need driven project and explores the benefits for both community and student learning. Increasingly, universities offer courses that place the student more solidly in the center of pedagogical practices. This aligns well with leadership programming and coursework, as much of it focuses on personal development, locating individual values, and moving outward from a strong sense of self to then serving and working with others. While this is valuable, it may miss something vital, which is the extent to which individuals become whole through working with causes that transcend and expand their sense of self-interest. This case study suggests that working from a community-identified concern first, rather than from personal passion, often leads to deeper and broader impact for communities and for leadership development. This chapter profiles a course sequence in a university leadership studies program that is grounded in community-centered and justice-oriented traditions (Hartman & Kniffin, 2015). The hallmark of the community-centered course sequence profiled here is that it catalyzed leadership knowledge and practice by identifying an outside issue, the detrimental effects of the orphanage tourism industry on children, for students to focus their energies. In terms of the three types of service-learning (Jacoby & Associates, 1996), students in this course sequence were not engaged in direct service (for example, serving children at an orphanage), or indirect service (for example, writing a grant to benefit an orphanage), but rather nondirect service (in this case, education and advocacy about orphanage tourism). In a
Hartman, E. Sanchez, G., Shakya, S., & Whitney, B. (2016). New public scholars. In M. Post, E. Ward, N. Longo, & J. Saltmarsh (Eds.), Voices of the next generation of engagement. Sterling, VA: Stylus Publishing.
Hartman, E., Lough, B., Toms, C., & Reynolds, N. (2015). The beauty of global citizenship; The problem of measurement. In B. Oomen, E. Park, M. Sklad, & J. Friedman (Eds.), Going Glocal: The theory, practice, evaluation, and experience of education for global citizenship. Universities, nongovernmental organizations, scholars, and activists are calling for global citiz... more Universities, nongovernmental organizations, scholars, and activists are calling for global citizenship development. Arguably the most beautiful among these calls suggest global citizenship as a pioneering route to an as-yet-unimagined tomorrow (Falk, 2000); a future where our contingent understandings of human rights are embraced in a manner that is respectful of cultural differences and consistent with common human dignity (Appiah, 2006; Donnelly, 2003). Such an embrace requires intercultural competence, civic skills, and an ongoing commitment to critical thinking. How might we know when students have achieved this sort of complex global learning?
In recent years, several major associations and scholars have offered responses to the twin challenges of better understanding and assessing global citizenship. The chapter that follows considers conceptual framing before detailing several assessment efforts. It then proceeds by demonstrating the strengths and shortcomings of existing evaluations before sharing a novel, conceptually-integrated and theoretically-grounded approach to global citizenship assessment, the global engagement survey (GES). The GES is particularly useful in respect to assessing specific program interventions, such as study abroad or glocal, cross-cultural service-learning. The intent of this chapter is to clarify the conceptual basis for considering global learning in the manner advanced in the GES, and to demonstrate the discrete fields of research that informed its development.
Service-learning scholars have repeatedly called for more research on community partnerships. Thi... more Service-learning scholars have repeatedly called for more research on community partnerships. This article draws on data from three, significant community partnership evaluations including: an AmeriCorps program involving 35 institutions and more than 100 community partnerships; sustained global service-learning partnerships in Bolivia, Brazil, Jamaica, and Tanzania; and an urban university piloting a service-learning requirement. Community survey and focus group questions were developed from Stoecker and Tryon’s (2009) insights. The data indicate many of their concerns are overstated; community partners are much more content with partnerships than suggested there. Additionally, partners are clear-eyed in their evaluation of university service-learning efforts, and they are therefore strategic in their use of partnership opportunities. This research amplifies partners’ voices in considering the quality of relationships between universities and communities.
The humanitarian crisis at the US-Mexico border has developed in near simultaneity with more than... more The humanitarian crisis at the US-Mexico border has developed in near simultaneity with more than a decade of assertions from higher education leaders that we in colleges and universities either should—or indeed already do—create global citizens. And it reveals just how empty our global citizenship leadership has been.
Or it illuminates the extent to which many who use the
term global citizen may actually mean globally competitive
capitalists who excel across cultures. There is another way. More robust global citizenship thinking would continue the historic role U.S. institutions of higher education have played in the promotion and expansion of rights. Our engagement with the value of
global citizenship—if we are to be the slightest bit serious
about it—must be marked by ferocious theoretical rigor
and the attendant effort to make ideals real.
The purpose of this paper is to articulate a set of ethical standards for international volunteer... more The purpose of this paper is to articulate a set of ethical standards for international volunteer tourism. The standards are focused on promoting fair trade learning principles in the management and operation of volunteer programmes. Because of the unique social mission, research, and evaluation capacities of higher education, we propose first applying these principles specifically to international volunteer programmes operating at the university-community nexus. These standards have emerged through a collaborative, in-person and online process during the last two years with input by numerous concerned global citizens, international education practitioners and researchers, nongovernmental organization representatives, and community members. The document shared below represents current ‘best practice’ for maximizing the benefits and minimizing the negative impacts of volunteer tourism programmes for both host communities and volunteers.
Africa Insight,, Sep 2012
The international volunteer and academic service-learning market is expanding rapidly, despite cr... more The international volunteer and academic service-learning market is expanding rapidly, despite critics’ assertions regarding the dangers of development amateurism. We provide a framing of growth and concerns in the sector, along with an explanation of emerging best practices. We elucidate through four cases – two that illuminate extremes in partnership potential and two African cases that illustrate the challenges involved in implementing an ideal partnership type termed Fair Trade Learning (FTL). We conclude with a call for increased transparency in the international volunteer sector. We offer this article as an initial consideration of a current change process that is integrating increasing community voice, economic power and iterative feedback in international service programming.
As a component of university international education programming, international volunteerism and ... more As a component of university international education programming, international volunteerism and global community engagement by university students and faculty are on the rise. While the student learning related to this kind of programming is increasingly clear, community impact is rarely assessed. This article considers the community impact of these practices. The evaluation process piloted here grew from a civil society articulation of Fair Trade Learning (FTL), which aspires to ensure community concerns are at the center of community-engaged international education efforts. We begin by clarifying the development of this FTL ideal while documenting the need for it within the international education and international volunteerism sectors. We then situate FTL within the relevant service-learning, international volunteerism, tourism, and international development literature before demonstrating how research on domestic university-community partnerships (Stoecker & Tryon, 2009) led us to develop a mixed methods evaluation of those partnerships in four different locations around the world. We close by discussing the results and sharing implications for FTL, volunteerism, and global university-community engagement.
In this introduction we describe how we each came to the field of GSL – some of its emphases and ... more In this introduction we describe how we each came to the field of GSL – some of its emphases and values that drew us to and sustain our commitment with this work, discuss some highlights of what GSL practice can learn from other bodies of literature and practice, share a few thoughts on the interplay of the local and the global, identify five themes distinguishing domestic service-learning (SL) from GSL, and introduce some noteworthy past and current work on GSL including the globalsl.org Web site aimed at advancing GSL research and practice. We end by describing the evolution of and process we used for this special section on GSL and introduce the two articles selected for this Journal issue.
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Books by Eric Hartman
Drawing on research and insights from several academic disciplines and community partner perspectives, along with the authors’ decades of applied, community-based development and education experience, they present a model of community-based global learning that clearly espouses an equitable balance between learning methodology and a community development philosophy.
Emphasizing the key drivers of community-driven learning and service, cultural humility and exchange, seeking global citizenship, continuous and diverse forms of critically reflective practice, and ongoing attention to power and privilege, this book constitutes a guide to course or program design that takes into account the unpredictable and dynamic character of domestic and international community-based global learning experiences, the varying characteristics of destination communities, and a framework through which to integrate any discipline or collaborative project.
Readers will appreciate the numerous toolboxes and reflective exercises to help them think through the creation of independent programming or courses that support targeted learning and community-driven development. The book ultimately moves beyond course and program design to explore how to integrate these objectives and values in the wider curriculum and throughout formal and informal community-based learning partnerships.
Table of Contents:
Foreword
Introduction
1) The Community-Campus Contribution: Defining Community-Based Global Learning
2) Educating for 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) Program Design: What are your team’s goals?
7) Planning for Global Learning
8) Staying Safe, Healthy, and Happy
9) The Journey Continues
References
Index
Academic Papers by Eric Hartman
In recent years, several major associations and scholars have offered responses to the twin challenges of better understanding and assessing global citizenship. The chapter that follows considers conceptual framing before detailing several assessment efforts. It then proceeds by demonstrating the strengths and shortcomings of existing evaluations before sharing a novel, conceptually-integrated and theoretically-grounded approach to global citizenship assessment, the global engagement survey (GES). The GES is particularly useful in respect to assessing specific program interventions, such as study abroad or glocal, cross-cultural service-learning. The intent of this chapter is to clarify the conceptual basis for considering global learning in the manner advanced in the GES, and to demonstrate the discrete fields of research that informed its development.
Or it illuminates the extent to which many who use the
term global citizen may actually mean globally competitive
capitalists who excel across cultures. There is another way. More robust global citizenship thinking would continue the historic role U.S. institutions of higher education have played in the promotion and expansion of rights. Our engagement with the value of
global citizenship—if we are to be the slightest bit serious
about it—must be marked by ferocious theoretical rigor
and the attendant effort to make ideals real.
Drawing on research and insights from several academic disciplines and community partner perspectives, along with the authors’ decades of applied, community-based development and education experience, they present a model of community-based global learning that clearly espouses an equitable balance between learning methodology and a community development philosophy.
Emphasizing the key drivers of community-driven learning and service, cultural humility and exchange, seeking global citizenship, continuous and diverse forms of critically reflective practice, and ongoing attention to power and privilege, this book constitutes a guide to course or program design that takes into account the unpredictable and dynamic character of domestic and international community-based global learning experiences, the varying characteristics of destination communities, and a framework through which to integrate any discipline or collaborative project.
Readers will appreciate the numerous toolboxes and reflective exercises to help them think through the creation of independent programming or courses that support targeted learning and community-driven development. The book ultimately moves beyond course and program design to explore how to integrate these objectives and values in the wider curriculum and throughout formal and informal community-based learning partnerships.
Table of Contents:
Foreword
Introduction
1) The Community-Campus Contribution: Defining Community-Based Global Learning
2) Educating for 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) Program Design: What are your team’s goals?
7) Planning for Global Learning
8) Staying Safe, Healthy, and Happy
9) The Journey Continues
References
Index
In recent years, several major associations and scholars have offered responses to the twin challenges of better understanding and assessing global citizenship. The chapter that follows considers conceptual framing before detailing several assessment efforts. It then proceeds by demonstrating the strengths and shortcomings of existing evaluations before sharing a novel, conceptually-integrated and theoretically-grounded approach to global citizenship assessment, the global engagement survey (GES). The GES is particularly useful in respect to assessing specific program interventions, such as study abroad or glocal, cross-cultural service-learning. The intent of this chapter is to clarify the conceptual basis for considering global learning in the manner advanced in the GES, and to demonstrate the discrete fields of research that informed its development.
Or it illuminates the extent to which many who use the
term global citizen may actually mean globally competitive
capitalists who excel across cultures. There is another way. More robust global citizenship thinking would continue the historic role U.S. institutions of higher education have played in the promotion and expansion of rights. Our engagement with the value of
global citizenship—if we are to be the slightest bit serious
about it—must be marked by ferocious theoretical rigor
and the attendant effort to make ideals real.
1. Do students learn on study abroad programs?
2. Do students learn through community engagement?
3. What do we know about the effects of engaged learning in communities off campus?
4. For global learning, must students travel internationally?
5. What are the benefits and risks of adding community engagement to study abroad programming?