Global Impact Exchange Spring 2021 Edition
Disrupting Global Education’s History: Reimagining the Next 100 Years
With the diverse millennial generation now making up most of the global education workforce and Generation Z challenging traditional approaches to global education, how might the field evolve to more effectively represent the diverse lived experiences and preferences of a new generation of young people? How can the field of global education learn from its past to avoid replicating inequitable structures and practices to reimagine the next 100 years? How will diverse professionals thrive and grow within the field? Does global education’s close relationship with higher education require a new vision? How will the increasing number of international students enrolled on globally diverse campuses be supported and valued as key members of the community? In what ways will the field adopt diversity, equity, and inclusion competencies for professionals and students alike as central to a more equitable future? as international students on our campuses during times of crisis?
Acknowledgements
A special thank-you to members of the Diversity Abroad consortium for supporting thought leadership at the intersection of global education and diversity, equity, and inclusion.
Introduction
Andrew Gordon
CEO & Founder, Diversity Abroad
Predicting the future isn’t for the faint of heart.
In 2017, the theme of Diversity Abroad’s annual conference was Embracing the Future of Global Education. There were a host of predictions made about trends and the future of global education at that time, none of which included a global pandemic or a forceful resurgence of the racial justice movement that would alter the trajectory of our work and our field. Still, while we may not be able to predict the next pandemic or social movement, it is critical that we think forward as not to miss the trends that will shape the future landscape of our field. Being cognizant of such trends will position us to appropriately refine or completely disrupt both historical and contemporary approaches to global education— actions that are necessary if our field is to maintain a critical role in the dynamic higher education ecosystem.
The question is, how do I and my organization need to evolve to be in line with trends that are shaping the future of our work? For example, the events of 2020—mainly COVID-19 and the racial justice movement—have catapulted diversity, equity, and inclusion work to the forefront of many sectors, including the field of global education and cultural exchange. This trend is not momentary. Diversity, equity, and inclusion will continue to impact all aspects of our work, from the students we serve to the professionals who work in our organizations. Critical questions to ask ourselves include: How will this impact my unit’s hiring and support practices? What does this mean for the future of education abroad advising? How do we reimagine preparedness and support for international students? Finally, what lessons from the past can I learn as I work toward a more equitable future? Movements that reshape the landscape of sectors are inevitable. It’s incumbent on us to be aware of these events and their potential impact, and then evolve to meet the needs of the future.
It’s with the future in mind that the Winter/Spring 2021 edition of The Global Impact Exchange highlights how far we have come with respect to diversity, equity, and inclusion and explores ideas of how DEI may reshape our work in the years to come. Far from authoritative predictions of what the future will hold, the articles explore lessons learned from the past and ideas for how our field might refine or disrupt the status quo to be in line with trends that are changing the landscape of our sector. As you read the articles, if you’re feeling inspired to share how you or your office is learning from the past and evolving to meet the needs of the future, consider submitting a proposal to Global Inclusion 2021, Diversity Abroad’s annual conference, or reach out and share a best practice with us—we’d love to hear from you.
Editorial Board
The main task of the Editorial Advisory Board is to review article submissions for the Diversity Abroad Quarterly publication. While not a peer-reviewed academic journal, the Diversity Abroad Quarterly publication compiles articles to advance domestic and international conversations around diversity, inclusion, and equity in global education with respect to the thematic focus identified each quarter.
- Shakeer A. Abdullah, PhD | Vice President of Student Affairs, Clayton State University
- Lily Lopez-McGee, PhD | Pickering Fellowship Director, Howard University
- Shannon P. Marquez, PhD | Dean of Undergraduate Global Engagement, Columbia University
- Vivian -Lee Nyitray, PhD | Associate Vice Provost and Executive Director | University of California Education Abroad Program
Table of Contents
Foregrounding a Globalized Localism for Social Justice Through the 21st Century College Curriculum
This piece emphasizes the urgent need for colleges and universities to align their internationalization efforts with the global social justice challenges of our time, and advocates for a comprehensive approach to curriculum development, highlighting the importance of integrating global perspectives and social justice outcomes across academic disciplines.
Mindfully Diversifying Study Abroad to Catalyze Decolonization
This piece reflects on a workshop led by the Diversity and Inclusion Team at Arizona State University, focusing on the decolonization of study abroad. The workshop aimed to engage students in understanding the colonial and neocolonial roots of international education and how to engage in ethical activism without perpetuating harmful dynamics such as white saviorism.
How else can we use the wheels we have? Reimagining global learning to better serve a diverse student population
This article explores how the pause in mobility presents a unique opportunity to reimagine global education programs, particularly through exchange and faculty-led models. It emphasizes the importance of making these programs more accessible to a diverse student population by offering flexible options such as remote courses, virtual semesters, and thematic programs centered around critical global issues.
Deconstructing the Colonial System of International Education*: Setting Standards and Expectations for Equity, Belonging, and Inclusion
This article discusses the need to decolonize International Education (IE) by dismantling its colonial, capitalist, and white supremacist foundations. By reimagining program design, recruitment, and student preparation, IE can move toward a more ethical and transformative system that supports underserved students and challenges global power dynamics.
Centering DEI in Study Abroad Curriculum and Design
This article explores how integrating diversity, equity, and inclusion (DEI) with international education (IE) can enhance study abroad experiences. By combining DEI’s focus on identity-based inequalities with IE’s global perspective, students can become more responsible global citizens and allies.
“BUT WE CAN’T CHANGE THE PAST, NOW CAN WE?”
This article explores how decolonizing the curriculum, even in contexts like Scandinavia where colonial legacies are often overlooked, demands a critical rethinking of whose voices are centered, how knowledge is curated, and who the university ultimately serves.
Creating Inclusive Curricula in Study Abroad
This article explores the urgent need for inclusive study abroad programs that avoid neo-colonialist models, foregrounding marginalized voices and fostering critical intercultural learning across disciplines.
Responding in kind: Reflecting and engaging the nimbleness of Generation Z
As higher education moves into a new era, education abroad professionals must embrace nimbleness to meet the evolving needs of Generation Z. Shaped by global crises and rapid change, Gen Z demands innovative, flexible approaches to intercultural learning. This article explores how intentional, nimble program design can create more inclusive, impactful international experiences for the future.
Beyond Borders: Cultivating Global Education Experiences for Immigrant Students
The pandemic reshaped international education, opening new opportunities through virtual global programs that increase access for immigrant and undocumented students. This article explores best practices for building inclusive virtual experiences that align with high-impact educational models.
A Pedagogy of Inclusion Designed to Empower Global Ambassadors of Positive Change
The Interdisciplinary Global Programs (IGP) at NAU integrate anti-racist frameworks into global education, combining accessibility, rigorous curriculum, and targeted programming. By developing key global competencies, IGP empowers students to critically engage with complex social structures across cultures. Learn how IGP’s Pedagogy of Inclusion is preparing students for the demands of a rapidly changing world.