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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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6. Bridging (Representations of) the “Global Present” with the Life-World of the Classroom: Researching toward “Learning to Teach” Global Citizenship Education Paul Tarc 64


CHAPTER 6 Bridging (Representations of) the “Global Present” with the Life-World of the Classroom: Researching toward “Learning to Teach” Global Citizenship Education Paul Tarc Introduction Only the future will reveal whether the emerging discourse of, or set of practices grouped under the term, global citizenship education (GCE) gains increasing purchase in the coming years. My particular interest centers on how this latest variant of inter- national education might be (made) a more productive pedagogical intervention into progressive practices of schooling in a globalizing world. Clearly the demands for in- ternational education across multiple levels are heightened under processes and imagi- naries of globalization. For those of us interested in progressive or critical educational aims, the increased opportunities for international education are welcomed. These opportunities, however, remain complicated by ongoing systemic inequalities and (neoliberal) pressures of performativity underlying the imperatives of internationaliza- tion initiatives. Rather than fostering collaboration, understanding and reciprocity, some practices of internationalization tend to instrumentalize learning and essential- ize human difference (Rizvi, 2007) and thereby further contribute to social and eco- nomic inequity. The conceptual stability of the term “global citizenship education” (GCE) re- mains up for debate (Davies, 2006; Pike, 2008; Wood, 2008). I am less concerned with the fine details of this debate and more interested in whether and how GCE might represent a pedagogical intervention attuned to both the present-day world at large, present-day dynamics of schooling and the more particular challenges facing globally oriented educational models. I do think that the term “global citizenship...

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