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Global Citizenship Education in Post-Secondary Institutions

Theories, Practices, Policies- Foreword by Indira V. Samarasekera

Series:

Lynette Shultz, Ali A. Abdi and George H. Richardson

Drawing on critical pedagogy, post-colonial analysis, hermeneutic interpretation, and reconceptualist curriculum frameworks, the twenty chapters in this edited collection address, from interrelated perspectives, a gap in the scholarly literature on the theory, practice, and policy of global citizenship and global citizenship education. The book provides readers with analyses and interpretations of the existing state of global citizenship education in post-secondary institutions, and stimulates discussion about the field at a time when there is an intense debate about the current drive to «internationalize» tertiary education and the role global citizenship education should play in that process. International and interdisciplinary in its examination of post-secondary global citizenship education, the book will be useful in courses that focus on policy formation, curriculum development and theorizing in the field.

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Foreword Indira V. Samarasekera vii

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FOREWORD With the advent of the 21st century, “internationalization” has become a buzzword in university and college campuses across the world. This is hardly surprising given that borders of all kinds are constantly blurring and shifting—virtually disappearing—with each advancement in information technology. These advancements enable complex transnational dialogue, easily facilitate international collaboration, and speed the spread of information and knowledge on a global scale. As our access to information, knowl- edge, and people of other nations grows, so does our understanding of the interconnect- edness of the global community and our awareness of the social, economic, political and environmental responsibilities we all share as the citizens of this planet. All of this raises all sorts of intriguing questions about global citizens’ responsi- bilities, duties and agency. How should we define global citizenship? What knowledge, skills and attributes does an individual need to be an effective participant within the global commons? How can increased understanding of another individual’s cultural difference or another community’s particular struggle translate into collaborative, just and equitable global citizenship? These questions lie at the heart of this volume’s inquiry into the theory, practice and policies of global citizenship education in post-secondary institutions. They have also been the source of extensive debate, scholarship and exchange among the stu- dents, faculty and staff of the University of Alberta, my home institution and that of the three editors of this volume. While the University of Alberta (U of A) has a long tradition of global engagement and international...

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