Global Citizenship Education in Post-Secondary Institutions

Lynette Shultz is Associate Professor and Co-director of the Center for Global Citizenship Education and Research (CGCER) at the University of Alberta. Her particular areas of work include international perspectives on educational policy, children’s rights, citizenship education and organizing for change.Ali A. Abdi is Professor of Education and Co-director of the CGCER at the University of Alberta. His areas of research include comparative and international education; globalization, citizenship and human rights education; social foundations of education; cultural studies in education; and colonial and postcolonial studies in education.George H. Richardson is Associate Professor and Associate Dean (International) in the Faculty of Education at the University of Alberta. His research interests include the role of education in national identity formation, citizenship education, and action research.

• Contents: Indira V. Samarasekera: Preface – Lynette Shultz/Ali A. Abdi/George H. Richardson: Global Citizenship Education and the Role of the Academy: A Critical Introduction – Lynette Shultz: Engaging the Multiple Discourses of Global Citizenship Education within a Canadian University: Deliberation, Contestation, and Social Justice Possibilities – Ali A. Abdi: De-Monoculturalizing Global Citizenship Education: The Need for Multicentric Intentions and Practices – Shibao Guo/Mackie Chase/Li Cheng: Toward Global Citizenship: Implications for Internationalization of the Curriculum in Canadian Higher Education – Margaret-Ann Armour: The Global Community: Linked by Living on One Planet – Paul Tarc: Bridging (Representations of) the «Global Present» with the Life-World of the Classroom: Researching toward «Learning to Teach» Global Citizenship Education – Ranilce Guimaraes-Iosif: Rethinking Citizenship Education in Higher Education Institutions through the Lens of Critical Pedagogy: Educating the Local and Global Emancipated Citizen – George Richardson/Lucy De Fabrizio/Kwasi Ansu-Kyeremeh: «It’s Overwhelming and Hard to Articulate»: Analyzing Student Narratives of an International Global Citizenship Education Field Experience – Naomi Krogman/Lee Foote: Global Citizenship and the Environment: Embracing Life in All Its Forms – Dalene Swanson: Parallaxes and Paradoxes of Global Citizenship: Critical Reflections and Possibilities of Praxis in/through an International Online Course – Vanessa Andreotti: The Question of the «Other» in Global Citizenship Education: A Postcolonial Analysis of Telling Case Studies in England – Mehdi Mahdavinia: An Evaluative Case Study of the UNICEF Global Education Project in Iran, 2000-2003 – Roberto Bezerra da Silva: Teaching Literature in English for Brazilian Undergraduate Students: Challenges and Possibilities – Shelane Jorgenson: Negotiating the Complexity Within: Tensions, Issues and Possibilities of Educating for Global Citizenship Abroad – Richard Rymarz: The Place of Religion in a Curriculum for Global Citizenship – Khalida Tanvir Syed: The Question of Global Citizenship in Teacher Education – Rhonda Friesen: Higher Education Consortia as Frameworks for Global Citizenship: Post-secondary Institutions as Corporate Global Citizens in a Globalized World – Michael Kariwo: African Higher Education and Global Citizenship Education: Some Perspectives from Zimbabwe – Nadya Weber: Global Education in Higher Education Institutions in Ireland, the United Kingdom and Canada: Complementarity and Conflict in the Global University – Evelyn Hamdon/Shelane Jorgenson: Policy Implications for Global Citizenship Education in Higher Education in an Age of Neo-liberalism.

«Global citizenship has become a buzzword in many institutions of higher education and yet, ironically, the concept is rarely subject to the rigours of scholarship one expects to find in the academy. This timely and important collection asks critical questions about what kinds of global citizenship post-secondary institutions can, and should, develop – and to what degree these efforts contribute to a more just, equitable, and non-violent world. Such questions are key to determining the role and purpose of higher education in shaping the future.» (Graham Pike, Dean of International Education, Vancouver Island University)