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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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4. Toward Global Citizenship: Implications for Internationalization of the Curriculum in Canadian Higher Education Shibao Guo, Mackie Chase 40


CHAPTER 4 Toward Global Citizenship: Implications for Internationalization of the Curriculum in Canadian Higher Education Shibao Guo, Mackie Chase Introduction Global citizenship is a contested term with high level of abstraction. For some schol- ars, it is an ethical claim about universal values and transnational responsibility (Dower, 2008). For others, it is an ethos, or a set of moral principles and codes of con- duct (Pike, 2008). Still for others, it is a philosophy of human rights (Abdi & Shultz, 2008). While much of the debate about global citizenship continues lively, some of the discussion has shifted to the exploration of ways of promoting it. In recent years, educating for global citizenship is gaining prominence in post-secondary education. However, educators are still searching for the best educational strategy for global citi- zenship education. According to Pike (2008), globalization does not nurture global citizenship. On the contrary, propelled by the relentless pursuit of economic growth, competitiveness, and profitability, globalization in fact works against the higher ideals of global citizenship. Hence, some scholars are turning to international education as a possible alternative in educating for global citizenship (Gacel-Ávila, 2005; Mesten- hauser, 1998). Unlike globalization, internationalization represents positive exchange of ideas and people which recognizes and respects differences and traditions between nation states (Currie et al., 2003; Gacel-Ávila, 2005). It is often seen as a counter- hegemonic approach that prepares students for work and leadership in the context of global interdependence (Schoorman, 2000). Therefore, the purpose of this chapter is to examine...

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