Women’s Emancipation and Development Agency (WOMEDA) Executive Director Juma Massisi (seated, center) facilitates conversation among women and Amizade students in Kayanga, Tanzania, as part of research that supported a successful United States Agency for International Development grant award for WOMEDA.


DukeEngage students Jeline Rabideau and Jenny Denton worked with middle school girls, such as ​Katie, in Western North Carolina to enhance literacy skills through digital storytelling projects focused on their families.


DukeEngage independent project student Alex Saffrit collaborated with a community member, Moses, in Nkokonjeru, Uganda, on a solar cooker project.


Ernesto Alaniz, community maintenance leader, Villanova civil engineering student Allie Braun, and Water for Waslala program manager Iain Hunt cooperate to inspect a new water tank near Santa Maria Kubali, Nicaragua.

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Thank you for considering a guest post. Our contributors are academics and practitioners, community organizers and community members, global service-learning skeptics and supporters. Together, we are working toward careful and conscientious global partnerships that advance human rights and ecological sustainability.

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We define community-based global learning as a community-driven learning and/or service experience that employs structured, critically reflective practice to better understand global citizenship, positionality, power, structure, and social responsibility in global context. It is a learning methodology and a community-driven development philosophy that cultivates a critically reflective disposition among all participants (Hartman, Kiely, Boettcher, & Friedrichs, 2018, p. 21).

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