ABSTRACT
Despite economic globalization, media globalization, and decreased costs of transportation and communication, we as a global public have yet to understand or precisely define our ethical relationships with one another. Higher education institutions in the United States have stepped into this gap, proclaiming their collective centrality to the mission of creating global citizens. This chapter problematizes the existing literature on global citizenship, particularly in the context of service-learning and university-community engagement. It considers the location of various global citizenship efforts academically and in relationship with community partners. The chapter also considers diverse students’ articulations of their own identity negotiations following exposure to global service-learning to suggest six empirically rooted dimensions of global citizenship. It focuses on more recent collaborative research undertaken by the authors and focuses more specifically on how students experience global engagement after participating in two distinct global service-learning programs in Tanzania and Bolivia.
