Book Review: Building Global Education with a Local Perspective. An Introduction to Glocal Higher Education

consideration of how racial and ethnic identity, culture, class, sexuality and gender intersect with power and privilege. Though no single road map exists, with practice we can navigate through the discomfort of losing our bearings towards a stance of open listening and being present. The idea of breathing into the moment as a powerful tool for transformation may appear overly simplistic, but Taranath argues that paying attention to ‘details, patterns, and behaviours associated with identity and social advantage’ can lead to more effective action against unjust structures. One of the main strengths of Beyond Guilt Trips is its rare engagement with the fact that building critical thinking through experiential education opens students’ eyes to the heavy weight of new knowledge about the status quo. The author’s frank discussion of the need to counter waves of despair or paralysis is not often considered in literature on developing global citizens or intercultural competencies. Asking each of us to recognise that a world of joy co-exists with a world of suffering is not a Pollyanna platitude but a path to hopeful growth. By illustrating the inclusive framework for thought that the seemingly simple word ‘and’ allows, the author encourages us to embrace complexity: an open conversation navigates between honesty and discomfort; we need to be critical and compassionate when thinking about our ‘do-good’ activities; our global experiences and our local lives can be improved by mindful travel; our unexamined thought processes can be comforting and narrow-minded. Taranath’s writing is keenly informed by years of work in the field of racial equity as an educator, facilitator and speaker. Approachable and honest, her book is a much-needed resource for students and educators looking for a way to listen and learn about questions that need answering, in 2020 in particular. How do histories, policies and attitudes shape each of our lives? How is the inherited web of historical inequalities perpetuated through contemporary systemic inequalities? And how can I better engage with difference while supporting the students I work with to do the same?