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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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15. The Place of Religion in a Curriculum for Global Citizenship Richard Rymarz 197


CHAPTER 15 The Place of Religion in a Curriculum for Global Citizenship Richard Rymarz Human beings and their societies are deeply interrelated and actions we take have enormous ramifications for others. Much of social science serves to shed light on these ramifications. (Bel- lah et al., 1996, p. 284) The desirability of global citizenship education is often justified in a number of ways (Schatte, 2008): First, the idea of making students competitive in a global market; second, ensuring that students are, initially, aware of and then comfortable in a variety of cultural settings; finally, by trying to make students effective contributors to more emancipatory action and to be, therefore, willing and decisive animators of social jus- tice. In arguing for the place of religion in a curriculum geared to global citizenship I would propose that this would fall primarily under the second rubric. A global citizen is one who is aware of a variety of social and cultural contexts (Banks, 2007). This is certainly one of the goals of multicultural education in countries such as Canada (Lad- son-Billings, 2004). To varying extents religion is an important part of understanding the cultural milieu in many parts of the world, especially, those toward which global citizenship education is often directed, that of the Global South. Although it will not be developed here I would argue that this second aspect of global citizenship education is actually primary to the whole endeavour. An understanding of different cultural contexts makes it far easier to ensure...

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