This article documents and analyses the uneasy, if not contradictory, relationship between service learning and liberal arts thinking in an undergraduate programme in Global Development Studies (GDS) at a North American University. As an undergraduate, Cororaton participated in a service-learning project to build a greenhouse in Mongolia; at the same time, the curriculum of her major (GDS, a programme directed by Handler) was developing a critique of such service projects, focusing on their lack of political self-consciousness. The authors contextualise the story within the university's ongoing attempts to enhance its global profile.
Claire Cororaton and Richard Handler
Gender Nonconformity in Middle-Grade Fiction
between transgendered self-consciousness and externally imposed constructions of gender” (2015: 419), and, I would argue, the congruence of the character’s sense of her gender identity. Since George is told from George’s point of view, the consistency of