Incorporating a global social work perspective is an important component of global social work education1 as globalization and neoliberalism forces have widened the gap between the Global North and South in income, wealth, and health and created new problems for social workers2 and for social work educators. To prepare students for work with diverse and global populations we to go beyond cultural competence and provide students and future social workers the skills to engage in meaningful dialogue with global populations. The NASW defines cultural competence as a process of respectfully and effectively responding to all peoples regardless of race, ethnicity, sexuality, religion, and ability, and in cross-cultural situations3. In social work classrooms, cultural competence is often taught by Western-educated instructors in an abstract sense. To adequately prepare students to work in a global environment, we must change traditional Western-educational practices and structures and, instead, allow for the incorporation of multiple voices in the classroom and prepare students to negotiate the demands of culture, social work values and ethics6 4. In the Global North, those perspectives are often restricted to instructors with a Western education, reducing student opportunities for interaction, dialogue, and learning from instructors and students from the Global South.