International community partnerships

Mathew H. Gendle and Amanda S. Tapler

Chapter 8 in How to Facilitate Community-Engaged Learning, 2026, pp 95-113 from Edward Elgar Publishing

Abstract: This chapter explores the complexities and ethical considerations of international community-engaged learning, highlighting the experiences of sustained partnerships between Elon University and two international organizations (the Comprehensive Rural Health Project in Jamkhed, India and Sarvodaya in Sri Lanka). Drawing on the Fair Trade Learning (FTL) model, the authors emphasize core principles such as cultural humility, reciprocity, and critical global citizenship, while addressing challenges unique to international contexts including positionality, narrative humility, accessibility, and sustainability. Through practical guidance and case examples, the chapter conveys the importance of co-creating community-engaged learning programs with community partners, prioritizing mutual benefit, and avoiding exploitative or colonialist dynamics. The chapter highlights various assessment tools to measure community impact. By integrating the UN Sustainable Development Goals and engaging with students’ identities and motivations, this chapter advocates for intentional, transformative community-engaged learning programs that support student, university, organization, and community development and global equity.

Keywords: Fair-trade learning; Cultural humility; Global citizenship; Ethical partnerships; Sustainable Development Goals; SDGs (search for similar items in EconPapers)
Date: 2026
ISBN: 9781035346714
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