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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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17. Higher Education Consortia as Frameworks for Global Citizenship: Post-secondary Institutions as Corporate Global Citizens in a Globalized World Rhonda Friesen 221


CHAPTER 17 Higher Education Consortia as Frameworks for Global Citizenship: Post-secondary Institutions as Corporate Global Citizens in a Globalized World Rhonda Friesen Based on the presentation at Global Citizenship Education Conference, U Alberta, Oct 23– 25, 2008 Globalization continues to have a profound impact on higher education in the 21st century, shaking traditional notions of institutional purpose and identity. In a knowl- edge-based global economy, there has been a fundamental shift in post-secondary in- stitution focus away from creating and disseminating knowledge to become primary conduits of socio-economic development through innovation, entrepreneurship and global competition (Duderstadt, 2005). Increasingly, universities are adopting mana- gerial approaches akin to profit-driven corporations (Stromquist, 2007) and are facing critical questions related to funding sources, public-private partnerships, income gen- eration, technology transfer, and knowledge exports. In the confusion created through such debate, some are asking whether fundamental values of serving the public good are being eroded and replaced with service to the private sector on a pay per use basis (Cowen, 1996). Perhaps now, more than ever, is the time to critically reflect on the institutional role and responsibility toward society. This study will examine this pri- mary issue through an exploration of higher education institutions as corporate global citizens in a globalized world. Acknowledged at the outset is that global citizenship in the field of education has largely been examined from an individual learner perspective. The notion that institu- tional behavior as connected with and parallel to the individual behavior of its mem- bers has...

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