This summer fellowship with the Asia Pacific Center for Education for International Understanding (APCEIU) has been one of the most challenging and rewarding experiences of my life. One of my favorite parts of this summer in Seoul has been finding a great spot to watch the sunset. From river parks, to the top of Namsan Seoul Tower, the evening light paints the city in a wash of colors that reflect my time here— warm, unexpected, and surprisingly beautiful. Although I am excited to return to family and community back home, as I write this final blog post, I am realizing that I am not quite ready for the sun to set on my time in Korea.
The second half of my summer fellowship has been incredibly busy both inside and outside of the office. I had the opportunity to meet teachers from Thailand, Cambodia, Laos, and the Philippines who were participating in APCEIU’s Asia-Pacific Teacher Exchange and welcomed educators from Bolivia to APCEIU’s Global Citizenship Campus. I also travelled to Jeonju, Korea for a site visit to another UNESCO Category 2 Center in Korea, the International Information and Networking Centre for Intangible Cultural Heritage in the Asia-Pacific Region (ICHCAP). I explored even more of Seoul’s vibrant neighborhoods and travelled outside of the capital city to Suwon, a historic city hosting one of Korea’s 17 UNESCO World Heritage Sites; Gangneung, a scenic beach town on the east coast; and Busan, a beautiful coastal metropolis and Korea’s second largest city.
I have learned so much this summer, about Korea, myself, and, of course, about Global Citizenship Education (GCED). Before working with APCEIU, I understood global citizenship as a type of global awareness that encourages individuals to understand their role in larger social, economic, cultural, and political forces. After working with APCEIU, I understand that global citizenship is not only this cognitive awareness, but living in ways that reflect the deep interconnectedness of global forces and local realities. It is the socio-emotional skills to understand ourselves and others and the behavioral practices of engaging with our communities, building networks of solidarity, and taking small actions that ripple into widespread change. Global citizenship is less about awareness of the issues and more about understanding the power we have to create change, then using that power to improve our local, national, and global communities.
Not only do I have a stronger theoretical grasp of global citizenship, My time at APCEIU has also provided many examples of GCED to draw inspiration from. APCEIU’s programs for teacher exchange, youth leadership, curriculum development, and international student exchange provide rich examples of Global Citizenship and Sustainable Development Goal 4.7 in action.
My summer with APCEIU has also taught me a lot about working in an international and intercultural office. I feel much more confident in my ability to connect with others, ask for support, and know that my identities and experiences provide unique and valuable perspectives in the workplace. Additionally, doing editorial work this summer has shown me how to communicate more clearly and how to write about academic theory in a way that is accessible across languages, cultures, and experience levels.
As I prepare to return to D.C. to employ these new skills, I can’t help but think back to my first week at APCEIU. On the last day of the week, I sat down with my colleague to chat over an afternoon cup of coffee (an iced americano is a staple in Korean cafe culture). We discussed my impressions of the first week, daily tasks, and navigating Seoul. Suddenly, our conversation turned deeper. My colleague surprised me with an introspective question, “What does education mean to you?” followed by “What does peace mean to you?”
These were questions I was used to being asked in classroom discussions on theory, but rarely in the workplace. My colleague explained that these questions were not merely content for an interesting discussion. Instead, it is essential that we continue to visit and revisit these definitions as guiding frameworks for the work that we do with UNESCO and in GCED as a whole. Each time we propose a project, initiative, or publication, we must consider what education means to the world and how we are contributing to cultures of peace. It's easy to get caught up in deadlines and projects, but as international educators we must consider how the work we do is shaping the global citizens and global leaders of tomorrow.
At APCEIU and in the wider world of global citizenship education, our values are not just touchpoints, they are the foundations and frameworks for the programs we lead, the policies we establish, and the communities we build. They are the guiding forces for how we lead our lives professionally, academically, and in our communities.
Searching the city for last minute souvenirs, I reflect on how to bring these lessons back with me to D.C. too. This upcoming semester, I’ll continue my journey in Global Citizenship Education with additional coursework on the topic with GSEHD’s stellar faculty. I can’t wait to share my experiences in the classroom and spend time researching and (hopefully!) plan initiatives to promote GCED in higher education.
As I prepare the next steps in my career as an international educator in the higher education sector, I will always remember that, as I design curricula, exchange programs, intercultural orientations and more, the ultimate purpose of these responsibilities is to cultivate a community that believes in the power of education, science, and culture to create a more peaceful, just, and prosperous world. These are not lofty ideals. When we build connections with those different from us, practice taking action for change, and choose dialogue over conflict, these values are right here on the ground with us.
When I return to D.C., I’ll be bringing back professional networks, lifelong friendships, and SO many K-beauty products. I’ll also be returning ready to enact these values in my work in the International Education Program and my future in internationalization of higher education. Although the close of my summer in Korea may be the end of my time as a UNESCO Fellow, it's just the beginning of my journey as a Global Citizenship educator. So, while this sunset is bittersweet, it signals the start of a brand new day.
감사합니다
Gamsahamnida
Thank you!
Logan Felton is a M.A. Candidate in International Education at the George Washington University. Her area of focus is international exchange and global citizenship education in higher education.