Abstract
ABSTRACT Swedish students regularly take part in school partnership trips to Tanzania. Yet, little research looks at the extent to which these trips support global learning. This paper is interested in the discourses that enable and constrain ethical relationality in these educative encounters. It considers existing research on global citizenship education and school partnerships in relation to decolonial engagements then analyses interview data with four students who participated in an entrepreneurship themed trip to identify discourses available to them. Students articulated an overarching discourse of taken-for-grantedness. Several sub-discourses could enable but tend to constrain an ethical relationality in these educative encounters.
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