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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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9. Global Citizenship and the Environment: Embracing Life in All Its Forms Naomi Krogman, Lee Foote 108

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CHAPTER 9 Global Citizenship and the Environment: Embracing Life in All Its Forms Naomi Krogman, Lee Foote Introduction Existentialists tell us one of our greatest challenges as human beings is to find meaning in our lives by overcoming the senses of being alone, or disconnected. Yet, even in those quiet moments where we feel alone the most, we breathe in air molecules that have gone through other living entities before us; we inhale airborne particulates laced with fragmentary elements of our homes and our immediate environments. Without conscious effort, our blood systems supply our bodies with oxygen to our cells to me- tabolize the food stuffs that were created with solar energy captured by plants and concentrated into animal tissue and we continue breathing. The food our body is con- verting to energy was likely raised on land that was once forest or prairie before it sup- ported cattle and crops. The pre-farming plant and wildlife communities on that land received water de- livery from rain, rivers, and groundwater systems in an intricate and interacting web of ecosystem functions. Given that our bodies are 60% water and with each breath, some of that moisture leaves our bodies, we typically look to a metal pipe that is ultimately connected to a natural water source. In essence, even at our quietest moments of still- ness and solitude, we remain connected to our environment because we are physically, physiologically, evolutionarily, and spiritually immersed in the biophysical world. Similarly, we are connected by the...

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