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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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16. The Question of Global Citizenship in Teacher Education Khalida Tanvir Syed 208

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CHAPTER 16 The Question of Global Citizenship in Teacher Education Khalida Tanvir Syed An Introduction: Diverse Perspectives and Ways of Knowing This chapter addresses the issues of the global citizenship in the educational process as it concerns the relationship between local and global in multicultural contexts. Ac- cording to Bruner (1996) the construction of knowledge requires a community as well as a mind and a world. In this social constructivist view of the educational process, learners are constantly exploring and reshaping knowledge, creating their own worlds (Bode, 1937; Bruner, 1996; Dewey, 1915). The aim of this chapter is to consider the ways in which an increasingly global learning community includes diverse perspectives and ways of knowing with a focus on teacher education. When constructing the space for learning, we must consider attributes of the spaces constructed for the expression of a polyphony of voices. These spaces may have been, and still may be, suppressed by curricula, social conventions and individuals (teachers and students) that have sup- ported a single worldview rather than a global perspective. When we focus only on global perspectives, we may neglect local needs. On the other hand, when we turn our attention solely to the local, then we may be unable to prepare our student teachers for global education. One possible way to achieve global citizenship education is through the social interaction that occurs while sharing various cultures and living in diverse multicultural societies like Canada. In this process we will better understand local as well...

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