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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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5. The Global Community: Linked by Living on One Planet Margaret-Ann Armour 53


CHAPTER 5 The Global Community: Linked by Living on One Planet Margaret-Ann Armour Introduction As we seek ways to engage our students in what it means to be a global citizen, we can take advantage of a component that is relevant to all of us. We all live on the same planet. The health and productivity of Earth are critical to all human beings. What- ever differences exist between peoples, this commonality is a starting point as we con- sider ways of introducing global citizenship education. Especially at this time in our history, when environmental issues are often close to or at the top of our list of con- cerns, we can bring environmental topics into our teaching and learning. Such discus- sions relate to many different disciplines as we explore the local interaction with the environment of peoples of many cultures around the world. Having our students learn about and understand the local methodologies, systems and influence of culture on productive land uses which are and have been in practice for centuries, empowers them to value diversity. For example, learning of the very different agricultural prac- tices in a variety of countries allows us to gain some understanding of the lifestyles, culture, and conditions of life of the people and why the different practices are appro- priate. Exploration of topics such as this can lead to discussions of relationships of people around the world both with the land on which they live and of the directly connected local and...

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