Fair-Trade Learning

In order to appreciate the significance of Fair-Trade Learning (FTL), you have to realize the historical dynamics between those who have been perceived to be  more and less financially resourced in the world as it pertains to study abroad, internationalization and community engagement. These endeavors are housed within a wider ecosystem of engagement between stakeholders with power, privilege, and resource differentials.  Too often those that have greater power and privilege can take advantage of those with less leverage.  This shows up in global health educational engagement when schools, students, faculty, and administrators conduct themselves in a way that drives the agenda of collaborations, doesn’t recognitive the cost (including material and immaterial costs) of hosting, and takes advantage of resource-constrained settings to partake in unethical practices.  

Fair-Trade Learning is a useful framework with a rubric, publications, and professional development tools. CFHI has contributed to the FTL conversation and adopted these principles for over a decade.  Through the utilization of FTL CFHI has continued to evolve partnerships that have multi-directional benefit and leadership, projects that are locally-led, and emphasis on the centrality of ethics and safety during global health engagement.  We have a cohesive global team across 10 countries that shares an understanding of common purpose, theory of change, communication, and much more.