Disrupting Global Education's History: Reimagining the Next 100 Years

With the diverse millennial generation now making up most of the global education workforce and Generation Z challenging traditional approaches to global education, how might the field evolve to more effectively represent the diverse lived experiences and preferences of a new generation of young people? How can the field of global education learn from its past to avoid replicating inequitable structures and practices to reimagine the next 100 years? How will diverse professionals thrive and grow within the field? Does global education’s close relationship with higher education require a new vision? How will the increasing number of international students enrolled on globally diverse campuses be supported and valued as key members of the community? In what ways will the field adopt diversity, equity, and inclusion competencies for professionals and students alike as central to a more equitable future? as international students on our campuses during times of crisis?

 

Acknowledgements

A special thank-you to members of the Diversity Abroad consortium for supporting thought leadership at the intersection of global education and diversity, equity, and inclusion.

Introduction

Predicting the future isn’t for the faint of heart.

In 2017, the theme of Diversity Abroad’s annual conference was Embracing the Future of Global Education. There were a host of predictions made about trends and the future of global education at that time, none of which included a global pandemic or a forceful resurgence of the racial justice movement that would alter the trajectory of our work and our field. Still, while we may not be able to predict the next pandemic or social movement, it is critical that we think forward as not to miss the trends that will shape the future landscape of our field. Being cognizant of such trends will position us to appropriately refine or completely disrupt both historical and contemporary approaches to global education— actions that are necessary if our field is to maintain a critical role in the dynamic higher education ecosystem.

The question is, how do I and my organization need to evolve to be in line with trends that are shaping the future of our work? For example, the events of 2020—mainly COVID-19 and the racial justice movement—have catapulted diversity, equity, and inclusion work to the forefront of many sectors, including the field of global education and cultural exchange. This trend is not momentary. Diversity, equity, and inclusion will continue to impact all aspects of our work, from the students we serve to the professionals who work in our organizations. Critical questions to ask ourselves include: How will this impact my unit’s hiring and support practices? What does this mean for the future of education abroad advising? How do we reimagine preparedness and support for international students? Finally, what lessons from the past can I learn as I work toward a more equitable future? Movements that reshape the landscape of sectors are inevitable. It’s incumbent on us to be aware of these events and their potential impact, and then evolve to meet the needs of the future.

It’s with the future in mind that the Winter/Spring 2021 edition of The Global Impact Exchange highlights how far we have come with respect to diversity, equity, and inclusion and explores ideas of how DEI may reshape our work in the years to come. Far from authoritative predictions of what the future will hold, the articles explore lessons learned from the past and ideas for how our field might refine or disrupt the status quo to be in line with trends that are changing the landscape of our sector. As you read the articles, if you’re feeling inspired to share how you or your office is learning from the past and evolving to meet the needs of the future, consider submitting a proposal to Global Inclusion 2021, Diversity Abroad’s annual conference, or reach out and share a best practice with us—we’d love to hear from you.

Editorial Board

The main task of the Editorial Advisory Board is to review article submissions for the Diversity Abroad Quarterly publication. While not a peer-reviewed academic journal, the Diversity Abroad Quarterly publication compiles articles to advance domestic and international conversations around diversity, inclusion, and equity in global education with respect to the thematic focus identified each quarter.

• Shakeer A. Abdullah, PhD | Vice President of Student Affairs, Clayton State University
• Lily Lopez-McGee, PhD | Pickering Fellowship Director, Howard University
• Shannon P. Marquez, PhD | Dean of Undergraduate Global Engagement, Columbia University
• Vivian -Lee Nyitray, PhD | Associate Vice Provost and Executive Director | University of California Education Abroad Program

Table of Contents

• A Pedagogy of Inclusion Designed to Empower Global Ambassadors of Positive Change
• Beyond Borders: Cultivating Global Education Experiences for Immigrant Students
• Responding in kind: Reflecting and engaging the nimbleness of Generation Z
• Creating Inclusive Curricula in Study Abroad
• “BUT WE CAN’T CHANGE THE PAST, NOW CAN WE?”
• Centering DEI in Study Abroad Curriculum and Design
• Deconstructing the Colonial System of International Education*: Setting Standards and Expectations for Equity, Belonging, and Inclusion
• How else can we use the wheels we have? Reimagining global learning to better serve a diverse student population
• Mindfully Diversifying Study Abroad to Catalyze Decolonization
• Foregrounding a Globalized Localism for Social Justice Through the 21st Century College Curriculum

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