Theories, Practices, Policies- Foreword by Indira V. Samarasekera
Edited By Lynette Shultz, Ali A. Abdi and George H. Richardson
2. Engaging the Multiple Discourses of Global Citizenship Education within a Canadian University: Deliberation, Contestation, and Social Justice Possibilities Lynette Shultz 13
CHAPTER 2 Engaging the Multiple Discourses of Global Citizenship Education within a Canadian University: Deliberation, Contestation, and Social Justice Possibilities Lynette Shultz Introduction As theories and practices of global citizenship education make their way into the poli- cies and programs of higher education institutions, it becomes clear that the founda- tional ideas in this mainstreaming process are diverse and certainly in tension. Issues that previously mattered little to academics and education policymakers begin to draw attention and become more relevant. While what might have been seen as “global edu- cation” in the 1990s and early 2000s, where there was a focus on learning about “oth- ers” and the issues that connected people, there is currently a shift in the inclusion of concepts of citizenship into this global/globalized learning project. Hotly contested issues demand that educators ask difficult questions such as • Whose knowledge counts in a globalized and globalizing world? • Do current knowledge creation and dissemination practices in education institutions mask or perpetuate traditional colonial and neocolonial relations and/or raced, gendered, and classed exclusions? • How can education contribute to a strengthened global public sphere? Global citizenship education has become a container that holds many educators’ and education institutions’ responses to these difficult questions. At its best, global citizen- ship education speaks to how humanity might organize itself to address the very criti- cal issues of this time and how this can happen through just political, economic, and social relations with a consideration of the global/globalized context for such educa- tion. Current...
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