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Global Citizenship Education in Post-Secondary Institutions

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

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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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3. De-Monoculturalizing Global Citizenship Education: The Need for Multicentric Intentions and Practices Ali A. Abdi 25

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CHAPTER 3 De-Monoculturalizing Global Citizenship Education: The Need for Multicentric Intentions and Practices Ali A. Abdi Introduction The actual proliferation and the topical presence of global citizenship education in almost all spaces of learning and teaching should technically represent a time-space trajectory driven growth of a particular area of study that has suddenly attained some relevance for the lives of people. Indeed, this opening statement could be a very ambi- tious attempt in humanizing the contradictory devior quotidian abstractions that rep- resent the lives of academics and specialized researchers who occupy selected spaces in institutions of higher education. As such, one might not escape implicating how the zeitgeist of a certain era assumes some involuntary descriptive and analytical inertia that rationalize the popularity of selected topics of study. This could, of course, mean that the usability of the concerned area for the public good so quasi-automatically be- comes of utmost importance to the lives of people. It could also simply mean that the whole phenomenon is being driven by the novelty of the idea and the practical prom- ises it entails. In most times in the social sciences, the promise of the practical is any- thing but guaranteed. Needless to add that such an issue may not be a problem for those of us who already know that the record of our pragmatic predictability is not that measurable or accountable. Indeed, we are, or have been hitherto enfranchised by the fact that we theorize and then hypothetically predict some conjectures...

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