Theories, Practices, Policies- Foreword by Indira V. Samarasekera
Edited By Lynette Shultz, Ali A. Abdi and George H. Richardson
20. Policy Implications for Global Citizenship Education in Higher Education in an Age of Neo-liberalism Evelyn Hamdon, Shelane Jorgenson 260
CHAPTER 20 Policy Implications for Global Citizenship Education in Higher Education in an Age of Neo-liberalism Evelyn Hamdon, Shelane Jorgenson Current educational policies have important and potentially long-term implications for global citizenship education in post-secondary institutions. Shultz and Jorgenson (2008) emphasize the importance of surfacing the embedded and often obscured phi- losophies that underpin policies and practices labeled global citizenship education (GCE). Failure to make these guiding philosophies explicit reduces GCE (falsely) “to a politically neutral, if not banal, concept” (p. 4). Both the literature on global citizen- ship education (Shultz & Jorgenson, 2008) and key papers presented at a recent con- ference at the University of Alberta entitled, Global Citizenship Education and Post Secondary Institutions: Policies, Practices and Possibilities outline some of the tensions inherent in GCE policy. All levels of discussion relating to policy formation point to the existence of key contradictions in the ways in which GCE is articulated in theory and in practice. This chapter offers a review of the policy issues highlighted at the con- ference with a particular focus on the contradictions that are present among the com- peting discourses that circumscribe GCE. In addition, we identify key actors within the policy arena, and recommendations for moving forward in the development of GCE policy within post-secondary contexts. The Importance of Attending to Policy Development According to Pal (2001, p. 1), public policies “provide both guidance for government officials and accountability links to citizens.” The focus of several papers at the confer- ence was the connection...
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