Abstract
ABSTRACTThe challenging and rapidly evolving times in which we live require that students understand, analyze, and address the complex realities facing their nation and world. However, efforts in global learning have primarily focused on expansion of programs rather than student learning and meaningful community engagement. Building on Bouma-Prediger and Walsh's (2003) essay entitled, “Education for Homelessness or Homemaking: The Christian College in a Postmodern Culture,” this article explores how global engagement models can establish local and global community partnerships for the common good. It also explores how glocalization pedagogies can expand concepts of homemaking and solidarity to reflect important recent trends in development and higher education.
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