ABSTRACT
This chapter uses a collaborative autoethnography to reflect on an undergraduate course at the American University in Cairo. Although the course was not explicitly centered on global citizenship, it nurtured global citizenship in less direct ways, focusing on digital literacies and intercultural learning, while including underlying elements of global citizenship. The authors are the course instructor, a peer observer of the course, and four students. The chapter shares the positionality of the authors and presents examples of processes and practices within the course that nurtured global citizenship, with particular emphasis on activities that promoted empathy, and classroom processes and practices that helped instill democracy and agency.
