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Global Citizenship Education in Post-Secondary Institutions

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


Edited By 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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Acknowledgments viii


ACKNOWLEDGMENTS A book of this nature can only be achieved through the combined efforts of many people, and this work is not and should not be the exception. The book’s chapters come from a conference of quasi-similar name that was held in the fall of 2008 at the University of Alberta. When we invited the conference participants to submit their papers for consideration to be included in a reader of this nature, the responses were enthusiastic and quick; we are greatly appreciative of their efforts, and we thank them all for their excellent chapters which contain and sustain the constitutive elements of the overall essence of the book. The book’s ideas emanate from the University of Al- berta’s ‘Dare to Discover’ initiative, and as a physical project that is now out, it is also a component of the University’s overall Global Citizenship Curriculum Development (GCCD) project, which aims to enhance the practical and constructive relationships between students and the global educational, socio-economic and political environ- ments. This component of the project is sustained by a grant from the office of the Provost and Vice-President (Academic) through University of Alberta International (UAI), and we are thankful for this ongoing support. From the GCCD, thanks to Evelyn Hamdon and Shelane Jorgenson who are the project’s office coordinators, and to other members of the project management team, Lucy de Fabrizio and Perry Thor- bourne. We also like to express our sincere gratitude to Nancy Hannemann, Director of the U of A’s Global Education...

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