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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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7. Rethinking Citizenship Education in Higher Education Institutions through the Lens of Critical Pedagogy: Educating the Local and Global Emancipated Citizen Ranilce Guimaraes-Iosif 76

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CHAPTER 7 Rethinking Citizenship Education in Higher Education Institutions through the Lens of Critical Pedagogy: Educating Local and Global Emancipated Citizen Ranilce Guimaraes-Iosif Introduction Many policies and curricula of contemporary educational institutions recognize edu- cating for citizenship as one of their principal objectives. With the advance of global- ization and neoliberal policies in the last three decades, governments as well as national and international markets have started to require that educational systems educate citizens capable of responding positively to the needs of modern economies. Content geared for global citizenship education has won significant space in educa- tional curricula, starting with basic schooling and culminating with the highest levels of post-secondary education. This last level of education has received special attention in this area in the past decade, experiencing greater pressure to educate global citizens for a globalized society. In this chapter, I draw upon critical pedagogy to question the way citizenship education and the concept of the global citizen is understood in higher education spheres. Recent studies in the areas of education for citizenship, global citizenship, higher education internationalization, and the works of Edward Said (1993, 1996, 2003) also contributed to my analysis. Among the issues discussed, I distinguish the following: If the goal of post-secondary institutions is the education of global citizens, what kind of global citizen must these institutions educate in times of globalization and growth of inequality worldwide? If their intention is to educate global citizens who are able to think critically and participate in a democratic...

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