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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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1. Global Citizenship Education and the Role of the Academy: A Critical Introduction Lynette Shultz, Ali A. Abdi, George H. Richardson 1

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CHAPTER 1 Global Citizenship Education and the Role of the Academy: A Critical Introduction Lynette Shultz, Ali A. Abdi, George H. Richardson The debate over the role of institutions of higher education (hereafter HEIs) in the evo- lution of societies is always interesting and at times intense. From those who see HEIs’ agenda as being hijacked by poorly informed government bureaucrats, special interest groups and profit-driven corporate programs (Bruneau & Savage, 2002; Turk, 2008), to others who may question the rigor of university education as being diluted by the intro- duction of some radical philosophies and “traditionally” extraneous ideas that do not sustain a high quality of learning (e.g., Bloom, 1993), the debates continue. It is also the case that in many instances, those who are sponsoring the different debates are them- selves driven by personal or institutional interests that could eventually disfavor their opponents and help them realize their own understanding of what universities and col- leges should do in given societal intersections of time and space. Hence, the heavy pres- ence of the ideological lines where the fundamental functions of HEIs are by-and-large disagreeable and would probably remain disagreeable for the foreseeable future. Moreover, whether some of us agree or disagree on what universities should do for their societies, the social reality now is they do play an important, indeed, seminal forma- tive role in the creation of citizens in almost all countries of the world. Thus, the impor- tance of not only ascertaining the different arguments that are...

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