ABSTRACT

This chapter reflects on the partnership's goal of increasing cultural literacy among students who are themselves often positioned as "other" in socioeconomic and cultural terms in relation to the dominant national culture around them. The vice chancellor of Victoria University (VU), Melbourne, Australia, came across an article written about the University of Texas at El Paso (UTEP). The similarities between the universities' profiles and the goal of each to bring the world to students to study abroad because of economic and other barriers led both institutions to seek international partners as a means to enhance the globalization of their curriculum. A prime motive of the Global Learning Community (GLC) is the idea that, for students to better understand their role as active global citizens, cultural illiteracy must be confronted and deconstructed analytically. From student responses, Imagining Nations, Imagining Regions: The Making of Cultural Diversity in Australia and on the U.S.-Mexico Border was most successful for teaching and learning.