CBGL Collaborative Blog
Interested in contributing to the blog? Check out our Propose a Blog page for site guidelines, examples, and guidance.
The Change is in the Work: Transgressing Bureaucratic Violence through Spaces of Possibility
“In a three-year research project… we found that public, engaged, activist scholars, artists, designers and organizers lead the way by virtue of their groundbreaking and longstanding collaborative, relational, reflective, critical yet hopeful grounded research and creative practice. In other words, the work itself creates the change…”
Calling people into the conversation around ethical global engagement
Most of us have experienced it. We see a social media post from an individual, university, or organization that is promoting an experience that runs counter to ethical global engagement and fair trade learning practices.
How we respond may depend on the context, our relationship with the poster (speaker, writer), and our own positionality. Regardless, our approach can greatly determine our impact. Here are a few things that I consider or do when determining how to respond:
Recording & Resources: Higher Education for More Just, Inclusive, Sustainable Communities?
Higher Education for More Just, Inclusive, Sustainable Communities?
A conversation across continents, disciplines, communities, and journals, hosted by the Community-based Global Learning Collaborative at the Haverford College Center for Peace and Global Citizenship.
Call for Proposals: Higher Education for the World We Need
Drawing on the insights of Ruth Wilson Gilmore, la paperson, and Sharon Stein, this call seeks contributors working to identify the kinds of reforms that are truly liberatory, who are struggling to leverage components within higher education systems for decolonizing changes, and who wrestle unflinchingly with the extensive colonial roots of the systems we inhabit.
A Call to Action-Oriented Land Acknowledgments in CBGL
As a Community-Based Global Learning (CBGL) program that is strongly committed to advancing equity and social, political, and environmental justice, we created a land acknowledgment for our program in 2019. This was one way we hoped to demonstrate allyship with our local Indigenous communities. Over the years since the creation of the land acknowledgement, we’ve come to understand that while this action was well-intended, it was also ill-advised. In this post, we’d like to briefly share some of our program’s experience with land acknowledgments, as well as how our thinking has evolved on this issue, in the hopes that other CBGL programs may benefit from our experience.
Ethical International Partnerships involving Children & Residential Care
The Community-based Global Learning Collaborative has played a key role aligning with the global child rights and wellbeing community to raise awareness about the harms of orphanage tourism. With the pending resumption of international travel and volunteering, ReThink Orphanages is partnering with a range of organizations to continue to move individuals and organizations away from harmful forms of partnership and toward healthy engagement to support holistic community development.
Stories from Below: Zapotec Language Resurgence / Resurgiendo Zapoteco: Historias y Reflexiones de la Diaspora
This is the fifteenth-- and penultimate-- blog in a series by participants in the 2019 ACLS Digital Extension Grant project “Ticha: advancing community-engaged digital scholarship” (PI Lillehaugen) published with the Community-based Global Learning Collaborative and the Ticha Project. Previous blog posts are available here: (1) Lillehaugen/January 2020; (2) Flores-Marical/February 2020; (3) Kawan-Hemler/March 2020; (4) Lopez/July 2020; (5) Kadlecek/1 August 2020; (6) García Guzmán/15 August 2020; (7) Park/September 2020; (8) Zarafonetis/October 2020, (9) J. Lopez/Nov 2020, (10) Velasco Vasquez/February 2021, (11) Lillehaugen/March 2021, (12) Plumb/April 2021, (13) Molina/August 2021, (14) Gihlstorf/September 2021.
New website, new logo, new leadership.
Welcome to the new blog site for the Community-based Global Learning Collaborative!
Collaborative Steering Commitment Members Presenting @ ForumEA22
During the week of March 21st, at the annual Forum on Education Abroad Conference in Chicago, several Collaborative Steering Committee Members are presenting.
Community of Practice Workshops with the Collaborative: Spring 2022
Join us this Spring for a number of exciting co-learning opportunities.
Resources: Centering Justice in Education Abroad
On November 4th, 2021 the Forum on Education Abroad hosted its first in-person event since the pandemic started in Boston, MA - an institute on Centering Justice in Short-term Faculty-led Programs. The institute emerged from a state of the field survey done by the Forum on Education Abroad that highlighted a desire for better support for faculty-led programs and a renewed strategic partnership between Dickinson College and the Forum. It was an excellent opportunity to feature the work of the Collaborative.
Rethinking Accessibility through a Summer Internship in Computational Linguistics
This is the fourteenth in a series of blog posts by participants in the 2019 ACLS Digital Extension Grant project “Ticha: advancing community-engaged digital scholarship” (PI Lillehaugen) published with the Community-based Global Learning Collaborative and the Ticha Project.
Estudiantes Indígenas, Multilingües y Virtuales
This is the thirteenth in a series of blog posts by participants in the 2019 ACLS Digital Extension Grant project “Ticha: advancing community-engaged digital scholarship” (PI Lillehaugen) published on GlobalSL / Community-based Global Learning Collaborative and Ticha.
The Future of “Engineering for Good”
This is the eighth in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins/Bohrer/Brownell June 2021; (2) Oakes/Rollins June 2021; (3) Manghnani/Nilov/Brownell June 2021; (4) Reynolds/Bohrer June 2021; (5) Griffin/Brownell July 2021; (6) Crowe/Rollins July 2021; (7) Olson/Bohrer July 2021
Examining Societal Impact of Community: University Engagement Endeavors for Engineering Education
This is the seventh in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021; (2) Oakes/June 2021; (3) Manghnani, Nilov/June 2021; (4) Bohrer, Rollins, Brownell/June 2021; (5)Grffin/Brownell/July 2021; (6) Crowe, Rollins/July 2021
Power and Privilege
This is the seventh in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021; (2) Oakes/June 2021; (3) Manghnani, Nilov/June 2021; (4) Bohrer, Rollins, Brownell/June 2021; (5) Griffin, Brownell/July 2021
What’s in the Toolbox for Ethical Community Engagement?
This is the fifth in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021 ; (2) Oakes/June 2021 ; (3) Manghnani, Nilov/June 2021 ; (4) Bohrer, Rollins, Brownell/June 2021
Examining Societal Impact of Community: University Engagement Endeavors for Engineering Education
This is the fourth in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists of the special session and provide a basis for discussion at the conference and beyond. The co-editors of these blogs and the panelists represent different perspectives within engineering community-based global learning endeavors and community/university partnerships. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021; (2) Oakes/June 2021; (3) Manghnani, Nilov/June 2021.
Learning Through Community Engagement, Bridging Engineering Theory and Practice
This is the third in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists and provide a basis for discussion at the conference and beyond. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021 ; (2) Oakes/June 2021.
The Value of Community Engaged Learning in the Formation of Future Engineers
This is the second in a series of posts leading up to a Special Session at the American Society for Engineering Education (ASEE) 2021 conference on July 27, 2021 entitled At the Crossroads of Community Engagement, Ethics, Liberal Education, and Social Responsibility: Community engaged engineering education challenges and opportunities in light of COVID-19. These posts are intended to introduce the panelists and provide a basis for discussion at the conference and beyond. Previous blog posts are available here: (1) Rollins, Bohrer, Brownell/June 2021 .