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Global Citizenship Education in Post-Secondary Institutions

Theories, Practices, Policies- Foreword by Indira V. Samarasekera

Series:

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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14. Negotiating the Complexity Within: Tensions, Issues and Possibilities of Educating for Global Citizenship Abroad Shelane Jorgenson 184

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CHAPTER 14 Negotiating the Complexity Within: Tensions, Issues and Possibilities of Educating for Global Citizenship Abroad Shelane Jorgenson In recent years, educators have sought to educate post-secondary students for global citi- zenship by creating programs that take selected students to travel and volunteer abroad. This chapter draws from my recent study, which utilized postcolonial theory to analyze the experiences and reflections of six undergraduate students who were participants of a global citizenship education program at the University of Alberta called Play Around the World (PAW). Since 2001, PAW has taken groups of students each year to Thai- land for three months to volunteer with marginalized children and youth. Based on the findings of the study, this chapter suggests that culture and perceived cultural differences engender ambivalence in students as they begin to negotiate and understand their posi- tionality and identity as global citizens. I highlight how these experiences of ambivalence illuminate understanding of two emergent questions: What are the tensions and issues that underlie educating Canadian post-secondary students for global citizenship in a developing country? And, how does educating for global citizenship abroad perpetuate or interrupt a colonial model of engaging with others? Introduction As an experiential, cross-cultural and international global citizenship education pro- gram, PAW provokes several questions concerning students’ understanding of and engagement with global citizenship. Situated in the Faculty of Physical Education and Recreation, PAW is designed to provide global citizenship education and cross- cultural experience in the areas of physical activity and play to senior undergraduate...

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