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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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8. “It’s Overwhelming and Hard to Articulate”: Analyzing Student Narratives of an International Global Citizenship Education Field Experience George Richardson, Lucy De Fabrizio, Kwasi Ansu-Kyeremeh 95


CHAPTER 8 “It’s Overwhelming and Hard to Articulate”: Analyzing Student Narratives of an International Global Citizenship Education Field Experience George H. Richardson, Lucy De Fabrizio, Kwasi Ansu-Kyeremeh Introduction In the last decade, among scholars who teach and research in the field of international education, there has been proliferation of research and writing about the importance of developing global citizenship education programs in post-secondary education (Dower & Williams, 2002; Noddings, 2005; Peters, Blee, & Britton, 2008). Much of this scholarship has focused on the ways in which global citizenship education can act as a counternarrative to existing neo-liberal discourses that structure global citizenship education as an initiation into the competitive skill set students will need to be suc- cessful in the global marketplace (O’Sullivan & Pashby, 2008; Abdi & Shultz, 2008; Abdi & Richardson, 2008). But while there is no shortage of research and theorizing that examines what global citizenship education might do to respond to the challenge of globalization, there is comparably little work to date on understanding what impact global citizen- ship education programs have actually had on students’ perceptions of their roles and responsibilities as global citizens. In the face of the intensification of internationalization in post-secondary institu- tions, and of mounting institutional pressure on faculties and units to internationalize their undergraduate programs, the question of what impacts international programs have on students is particularly relevant. Do such programs have lasting influence, do they have the potential to be transformative or do they reinforce existing binary con- structions that privilege the West and...

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