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Leadership for education

Promoting inclusion and social innovation

Toyin Janet Aderemi, Patricia Rea Ángeles, Esther Benjamin, and Citlalli A. González H.

entitled “Leadership, education, and global social impact.” The focus goes beyond traditional development I would frame this as “Development 2.0: Global engagement,” with the explicit intent to focus on global social impact. Development 2.0, as global

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Dreaming in green: Service learning, global engagement and the liberal arts at a North American university

Claire Cororaton and Richard Handler

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.

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Rethinking “new regionalisms” out of Africa 2020

Timothy M. Shaw and Abigail Kabandula

Abstract

This article suggests that the quarter of the world's states that are African can yet contribute to new “developmental” regionalisms in theory and practice, as the North enters a period of ambivalence about, if not retreat from, positive global engagement. This article builds on the pioneering analysis of Björn Hettne with Inotai on new regionalism and the related contributions out of contemporary “development” studies by Jan Nederveen Pieterse on East-South relations and Oliver Stuenkel on a non-Western world.

Resumen

Este artículo sugiere que la cuarta parte de los Estados del mundo que son africanos pueden todavía contribuir a nuevos regionalismos “desarrollistas” (DR) en la teoría y en la práctica, a medida que el Norte entra en un período de ambivalencia sobre, si no de retractación de, su compromiso global positivo. Este artículo se basa en el análisis pionero de Björn Hettne con Inotai sobre el nuevo regionalismo y las contribuciones conexas de los estudios contemporáneos sobre “desarrollo” de Jan Nederveen Pieterse sobre las relaciones Este–Sur y Oliver Stuenkel sobre un mundo no occidental.

Résumé

Cet article suggère que le quart des États du monde qui sont africains peuvent encore contribuer à de nouveaux régionalismes “développementaux” (DR) en théorie et en pratique, alors que le Nord entre dans une période d'ambivalence, voire de retrait, quant à son engagement mondial. Cet essai s'appuie sur l'analyse pionnière de Hettne et Inotai (1994) concernant le nouveau régionalisme et sur les contributions connexes des études contemporaines relatives au “développement” de Pieterse (2011) et les relations Est-Sud et de Stuenkel (2015 & 2016) pour le monde non occidental.

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Leadership and development

Inclusiveness, education, and sustainability (LADIES)

Carmen Maganda, Edith Kauffer, Julia Ros-Cuellar, Citlalli A. González H., and Harlan Koff

preparation for global engagement and global social impact. It provides a vision for sustainability that she recognizes as “Development 2.0.” Global engagement, in an interconnected world, focuses on equity, inclusion, and investing in creating opportunities

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Latin America

A challenging prospect for regionalism 1

Ernesto Vivares

informality, commodity-driven in its global engagements, politically unstable, and one of the most vulnerable in the world in social terms to COVID-19 and any crises in the neoliberal global order. This reveals a problem in the fundamentals of these models

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Globalising service-learning in the social sciences

Stephanie A. Limoncelli

.1080/10705422.2010.487045 Cororaton , C. and Handler , R. ( 2013 ) ‘ Dreaming in green: Service learning, global engagement and the liberal arts at a North American university ’, Learning and Teaching: The International Journal of Higher Education in the Social Sciences 6

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Disappointment and awkwardness as ugly feelings

Humanitarian affect in a “Global East”

Čarna Brković

-class cosmopolitans from rich Western countries. Humanitarian volunteering was one such practice, ambivalently positioned between a desire for global engagement and a middle-class vision of travel abroad as a way to meet and connect with others ( Judge 2017 ). Other

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Germany

From Civilian Power to a Geo-economic Shaping Power

Stephen F. Szabo

contrast to most of its European counterparts in its positive views on global engagement and in its sense that Germany is more important than it was a decade ago. They also share their policy makers’ views that Asia is rising and is as important to Germany

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Phantasmagoria of the global learner: Unlikely global learners and the hierarchy of learning

Neriko Musha Doerr

’, Journal of Ethnic and Migration Studies 31 , no. 2 : 227 – 233 . 10.1080/1369183042000339891 Cororaton , C. and Handler , R. ( 2013 ) ‘ Dreaming in green: Service-learning, global engagement and the liberal arts at a North American university

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Marxist morphologies

A materialist critique of brute materialities, flat infrastructures, fuzzy property, and complexified cities

Michał Murawski

particularly well placed to “account for the complexity of [urban-global] engagements rather than subject them to economistic or political reductionism” (3). 2 Much recent anthropological scholarship on material infrastructure, likewise, is framed in a