In episode 59, Stacey interviews Eric Hartman and Richard Kiely about the principles and experiences that inspired them to write the book Community-Based Global Learning. Richard and Eric approach international, community-based, and global service learning from perspectives that language teachers will find immediately applicable to their own work whether they are taking their students into L2 communities as part of a course or preparing their students for lifelong community engagement as proficient language users.

This week’s episode is part I of the interview. Stay tuned for episode 60 next week to hear part II in which Richard and Eric answer listener questions about community-based and global service learning.

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Show Notes

We welcome feedback, resources, and diverse perspectives on this topic! To contribute to the conversation started here, leave us a voicemail or send a text message to (629)888-3398. Or you can follow us on Twitter @weteachlang or use this contact form to send us an email.

Check out the book Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad, and, if you decide to buy a copy, use the discount code Eric and Richard shared with us to get 20% off the price of the book: CBGL20.

Globalsl gathers teaching tools, activities, and syllabi, as well as more than 500 peer-reviewed resources on community-campus partnerships for ethical global learning. A growing breadth and diversity of organizations and institutions support the globalsl network, offering regular gatherings among a growing community of practice, collaborating on evaluation and assessment, and advancing fair trade learning principles of ethical partnership. The globalsl blog offers regular reflections and insights relevant to community-based global learning. To get involved, follow globalsl by signing up for email updates, or connecting on Facebook or Twitter, then consider authoring a blog post, attending a gathering, or becoming a member.

Eric Hartman is curious about the ways in which social transformation is simultaneously personal and structural, and thrilled to be working on both as Executive Director of The Haverford College Center for Peace and Global Citizenship. He is lead author of Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad and has written for several peer reviewed and popular publications including The Stanford Social Innovation Review,  International EducatorTourism and Hospitality Researchand The Michigan Journal of Community Service-Learning. Eric served as executive director of a community-driven global nonprofit organization, Amizade, and taught on human rights, transdisciplinary research methods, and globalization in global studies programs at Arizona State University and Providence College. With a PhD in International Development from the University of Pittsburgh Graduate School of Public and International Affairs, Eric has worked in cross-cultural development practice and education in Bolivia, Ecuador, Ghana, Jamaica, Northern Ireland, Tanzania, and throughout the United States.   He co-founded both and the global engagement survey (GES), initiatives that advance best practices in global learning and cooperative development within community-campus partnerships.


Richard Kiely currently serves as Senior Fellow in the Office of Engagement Initiatives as part of Engaged Cornell, a large scale community engagement initiative at Cornell University.  As a community engaged scholar and practitioner, he is interested in learning about and contributing to the different ways people work together to have a positive impact on the world and the potential role of community engaged learning and research in higher education in facilitating that process. In 2005, Richard was recognized nationally as a John Glenn Scholar in Service-Learning for his longitudinal research that led to the development of a transformative service-learning model (Kiely, 2004, 2005, 2011). Richard has been faculty at the University of Georgia and Cornell and co-taught a graduate/undergraduate service-learning course in City & Regional Planning as part of the New Orleans Planning Initiative (NOPI).  The participants in this course developed a comprehensive recovery plan, in conjunction with community partners and Ninth Ward residents in New Orleans. A number of participants collaborated on a book describing the their experience with NOPI in Rebuilding Community after Katrina: Transformative Education in the New Orleans Planning Initiative (Reardon & Forester, 2016). Richard’s research focuses on institutional models that foster sustainable campus-community partnerships, faculty development in community engagement, community-based research, (global) service-learning, and critical reflection, as well as the transformational learning processes and outcomes that occur in community-engaged courses and community-based research programs.  Richard is also a co-founder of globalsl a multi-institutional hub supporting ethical global learning and community campus partnerships and continues to be an active scholar in the area of service-learning and community engagement in higher education.

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