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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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19. Global Education in Higher Education Institutions in Ireland, the United Kingdom and Canada: Complementarity and Conflict in the Global University Nadya Weber 249

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CHAPTER 19 Global Education in Higher Education Institutions in Ireland, the United Kingdom and Canada: Complementarity and Conflict in the Global University Nadya Weber Introduction Global education at the tertiary level is a recent phenomenon that has, historically, not been found to exist in universities in any coordinated way. The global approach within higher education institutions has been extremely ad hoc, at times part of a single in- structor’s ethos, but not necessarily supported with curriculum nor through the insti- tution’s supporting practice or policy. Over the past 40 years in Ireland, the United Kingdom, and Canada, globally minded educators (from both schools and non-profit organizations) have struggled for the inclusion of global education programming in public school curricula. The focus has been almost exclusively on public school-aged youth, with post-secondary institutions offering international development and inter- national relations programs as the next programmatic step for students interested in global issues. It is only in the past decade that a handful of post-secondary institutions have begun to include GE into their teacher certificate and graduate-level education programs. More recently these efforts at the post-secondary level have been expanded into, and sometimes out of, centres and specializations that focus on global learning. This chapter is a comparative overview of the various forms of support for global education at the post-secondary level that have taken root in Ireland, the United King- dom, and Canada. While exploring the various means of support for global education including institutional and governmental support, the chapter will...

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