Benham Rennick, J. & Desjardin, M., Eds. (2013). The World is My Classroom: International Learning and Canadian Higher Education. Toronto, ON: University of Toronto Press. Pages: 251 pages. Price 27.95 CDN (paper). ISBN 9781442615823Even from the first page, this book made promises to explore ethical debates and practices of international education that would be hard to achieve in any one volume. This is perhaps, for me, its most enlightening contribution: international education and global learning initiatives tend to promise the world and deliver something that is much more ragged and even destructive, especially when viewed from a global citizenship perspective. The book presents a number of studies of travel abroad or international learning as a way to sort through the contested terrain of international/internationalized education. It is a journey to find the global citizen, but the journey doesn't really get much farther than the familiar voices and experiences of western-educated students and their professors-not exactly a global perspective. Missing are the many worldviews and experiences of hosts (or so-called partners) of western study-abroad students, the indigenous knowledges that might be encountered in lands and places beyond the familiar west described in these texts, and the rich anticolonial/decolonizing contributions of theorists and activists from many of the locations where western students travel to find their goodness.The book begins with an endorsement and preface by the Kielburger brothers, who have recently become the face of internationalized education via social entrepreneurship throughout much of Canada. Their projects, backed by extensive corporate support and designed for weary teachers trying to fit engaged global citizenship into already-packed curricula, focus on what empowered individuals might do if they believed in their own goodness. This perspective is evident throughout the book.Editors Joanne Rennick and Michel Desjardin, in Chapter 1, discuss their vision for the book and the importance of having values-based discussions when planning and implementing international learning experiences. Their hope is to find ways to improve these programs through better pedagogies. They report on global citizenship workshops, in which participants are guided in identifying the values that underpin their engagement in international learning. The authors suggest that global citizens will avoid repeating some of history's misguided attempts to 'save', 'help' and 'civilize' (p. 10). However, there is no engagement with how (just as for previous colonialists) the problem of being good blinds us to the full impact of our relations, particularly when those relations have historically been colonizing. Recall, for example, the vision of service in that framed the work of Thomas Pringle and the 1820s British Settlers in South Africa:Let us enter upon a new and nobler career of conquest. Let us subdue Savage [sic] Africa by justice, by kindness, by the talisman of Christian truth. Let us thus go forth, in the name and under the blessing of God, gradually to extend the moral influence . . . and the territorial boundary also of our colony, until it shall become an Empire. (Hammond and Jablow, 1977, cited in Mudimbe, 1998, p. 47) (Note: [sic] is this author's.)Historically, the goodness of powerful people has not served marginalized people well. …