ABSTRACT
More than a decade ago, the members of a community organization, the Association of Clubs (AOC), based in Petersfield, Jamaica, identified what they wanted out of international education exchange. That vision formed the basis of one partnership, which itself became the foundation for Fair Trade Learning (FTL), a set of standards and rubric for advancing ethical community-campus engagement around the world (Hartman, Paris, & Blache-Cohen, 2014). Because I entered into a relationship with the AOC as a staff member, faculty member, and executive director working with an outside university and intermediary organization, Amizade Global Service-Learning,1 I was slow to understand the relationship and its goals from their perspective. Yet, for over a decade, I have played a role in listening to, sharing, and-when appropriate-amplifying their story in ways they have suggested or found interesting. In this chapter, I am going to present for the first time a comprehensive look at how that particular community story developed into the FTL standards. Before doing so, I will share my own positionality.
