This is a comparative study of two successful intercultural education experiences in Peru. Through service learning, ethnographic observation, surveys, interviews, and critical reflection researchers made an abstraction of both their Peruvian students' and their own global learning experiences. Our challenge is translating increased awareness about race, culture, intercultural relations, language difference, power and identity in the global commons into effective teaching practices conducive to both the development individual global competencies and institutional global capacities. Following Ricoeur (1990), this project deals with history, memory, and oblivion while grappling with researchers' ethical dilemmas representing the experience of the self in contrast to their ability to represent the experience of the self in relation to others in a global context. They explored ways in which detailed descriptions of their narratives may be treated as literary and, therefore, an invitation to explore enacted values and their significance. Special attention was given to narratives of the self as a method to deconstruct the process of how we come to know ourselves through our pedagogical relationships. Following Daiute (2014) participants engaged in dynamic approach to narrative inquiry to investigate both processes of construction of knowledge and identity in a particular institutional setting. An alternative pattern of collaboration with global partners was explored to investigate how challenges implied in global learning may be redirected to their structural fourdantions.
