In teacher education, critical civic education and anti-racist education are often disconnected in practice, despite increasing overlap in theorizing and goals: to resist and dismantle the settler colonial realities of education, to promote working for social justice, and to challenge racist and White supremacist structures. This comparative case study examined how White teacher candidates’ civic, social justice, and anti-racist knowledge development during Bachelor of Education foundations courses affected their pedagogical growth. Through surveys, co- researcher observations, and focus groups conducted at research sites in Saskatchewan and Ontario, the study examined how teacher candidates understood their positionalities within societal structures, and how their understandings of structural injustice affected their pedagogical choices. Building from a postcolonial global citizenship education conceptual framework, the study engaged with Critical Race Theory and Critical Whiteness Studies in order to situate the findings in White settler colonial contexts. Findings indicate that the degree to which teacher candidates were aware of their own positionality influenced their understandings of structural injustice, and their confidence (or not) with anti-racist pedagogy. In the areas of civic engagement, racism, and Whiteness, the re-inscription of individualistic discourses and rejection of structural discourses was pervasive, and teacher candidates resisted self-implication in historical and ongoing settler colonialism and White supremacy. However, access to alternative conceptual frameworks for understanding the social construction of identities and structural determinism were somewhat effective at tackling meritocratic discourses. The study affirms the need for scaffolded anti-racist/anti-oppressive education in teacher education programs and discusses the necessity for teacher candidates to understand their own positionalities in context.

<p>Global citizenship is conceptualized within a neoliberal agenda and oppressive geopolitics of knowledge that furthers social inequities and unsustainability. Despite critiques and attempts to reframe global citizenship to achieve social justice and human rights aims, it is still masked in neoliberal and mono-epistemological terms as <em>global competence</em>. It is vital to explore possibilities of global citizenship <em>becoming</em> that can challenge neoliberal hegemony and the growing ethnocentric and ultra-nationalist thinking. This inquiry was conceptualized, within the three-dimensional narrative inquiry space, to explore the <em>being</em> and <em>becoming</em> of six South Asian female international students engaged in activism and the bearing it has on global citizenship. My co-researchers negotiated their dynamic identities and were influenced by multiple discourses as they shuttled between various places and spaces. In this inquiry, I examine autobiographical roots that illuminate my research puzzles and phenomena of interest and engage with South Asian female international students as they negotiate their personal, educational, and activist experiences. I analyze their lived experiences based on Ikeda’s perspective on global citizenship, informed by ideas of <em>sōka</em> or “value-creating” education and Buddhist-humanism. The research texts based on the livings and tellings of my participants are represented dialogically in culturally relevant ways, such as <em>chai pe charcha</em> or “conversations over tea.” From a narrative global citizenship perspective, these stories are examples of ‘creative coexistence’ and ‘value creation’ and offer a means to reimagine global citizenship from the standpoint of interconnectedness and interdependence.</p>

International House at the University of Alberta (I-House) is a living-learning campus residence that aims to build a strong community from an intentionally diverse population of international and Canadian students. With global education programming that focuses on leadership through community building, I-House creates opportunities for new leaders to emerge in a culturally complex environment that is thought to foster global leadership development. Eighteen I-House alumni and residents who were recognized for their leadership contributions were interviewed in-depth to determine whether and how their experiences at I-House contributed to developing their global leadership capacities and to offer insight into best practice leadership behaviors for an intensive multicultural environment. It was found that the global education culture at I-House created a nurturing environment where diverse perspectives were actively valued; I-House leaders perpetuated mechanisms of active inclusion and support, and global leadership practices that were developed in I-House continued into leaders‘ personal and professional lives.

[pt] As Civic Tech como ferramentas tecnológicas para o exercício da cidadania e formação da cidadania global são capazes de fomentar e restaurar valores como cooperação e solidariedade na busca do consenso, conforme os pilares apresentados na Agenda 2030 da ONU – englobando pessoas, planeta, prosperidade, paz e parcerias. Torna-se possível o uso da tecnologia da informação para garantir informações de interesse socioeconômico para os cidadãos, permitindo, portanto, o acesso a informações para o exercício pleno da cidadania. Através do empoderamento do cidadão de um determinado território é possível a formação da cidadania global, rompendo-se a exclusividade imposta pelo mercado, no sentido de as pessoas agirem afirmativamente em prol do bem estar social, individual e coletivo, ou seja, além das ações associadas ao consumo típico de bens e serviços, características da sociedade de consumo e de massa. Neste sentido, o objetivo geral do trabalho é a criação de uma Civic Tech que se disponha à formação da cidadania global através de ações afirmativas com foco no Brasil, por meio do exercício efetivo da cidadania. / [en] Civic Tech as technological tools for the exercise of citizenship and the formation of global citizenship are capable of promoting and restoring values such as cooperation and solidarity in the search for consensus, according to the pillars presented in the UN 2030 Agenda - encompassing people, planet, prosperity, peace and partnerships. It becomes possible to use information technology to guarantee information of socioeconomic interest to citizens, thus allowing access to information for the full exercise of citizenship. Through the empowerment of citizens in a given territory, it is possible to form global citizenship, breaking with the exclusivity imposed by the market, in the sense that people act affirmatively in favor of social, individual and collective well-being, that is, in addition to actions associated with the typical consumption of goods and services, characteristics of consumer and mass society. In this sense, the general objective of the work is the creation of a Civic Tech that is willing to form global citizenship through affirmative actions focused on Brazil, through the effective exercise of citizenship.

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This thesis explores an autoethnography which is written in the spirit of ubuntu, with and through others. Viewing this as an ethically responsible methodology for educational research conducted in and between the Global North and the Global South, this autoethnography foregrounds both self and other. The story of a practitioner- researcher unfolds around a move from disillusionment with the examinations factories of the English education system into exploring a human ethic of essential care (Boff, 2005) and a pedagogy of unconditional love (Andreotti, 2011) in a Brazilian non- government organisation. In these shifting contexts, the writer shares a journey of critical reflection (Brookfield, 1995; 2000) on ethical relationships in research and education, deconstructing the hegemonic assumptions underpinning her worldview. Borrowing insight from postmodern philosophy for education and actionable postcolonial theory in education, a journey of (un)learning unfolds as the author grapples with taken-for-granted assumptions about and in the Global South. The aims of the study emerge from a life lived forward (Muncey, 2005) through critical reflection on the ends of education and the role of the practitioner-researcher. As such, the nature of data collection becomes a process of data creation incorporating a rich tapestry of research conversations, images, sounds and other embodied memories. As ethical relations become a central focus of the author’s critical reflection, the author has sought to minimise her inflection on the data and in doing so includes many of the original contributions gifted to her throughout a two year period. Through critical self- scrutiny and reflection the author has been able to examine her own educational and cultural assumptions through a different lens in the Global South. The beauty of this autoethnography lies in exploring the kinds of intercultural spaces the author and others inhabit in twenty-first century research and classrooms.

The first half of the twentieth century saw the evolution of the global public sphere as a site for political expression and social activism. In the past, this history has been marginalised by a discipline-wide preference for national and other container- based frames of analysis. However, in the wake of 'the global turn', historians have increasingly turned their attention to the ways historical actors thought, acted, and organised globally. Transnational histories of South Asia feed into our understanding of these processes, yet, so far, little attention has been paid to the role of Indian nationalist women, despite there being significant 'global' aspects to their lives and careers. Citizens of Everywhere addresses this lacuna through an examination of the transnational activities of a handful of prominent nationalist women between 1900 and 1950. These include alliances and interactions with women's organisations, anti-imperial supporters and the League of Nations, as well as official contributions to the business of the fledgling United Nations Organisation after 1946. This predominantly below-state-level activity built on and contributed to public and private networks that traversed the early twentieth century world, cutting across national, state and imperial boundaries to create transnational solidarities to transformative effect. Set against a backdrop of rising imperialist-nationalist tension and global geopolitical conflict, these relationships enable a counter-narrative of global citizenship - a concept that at once connotes a sense of belonging, a modus operandi, and an assertive political claim. However, they were also highly gendered, sometimes tenuous, and frequently complex interactions that constantly evolved according to local and global conditions. In advancing our understanding of nationalist women's careers, Citizens of Everywhere contributes to the recovery of Indian women's historical subjectivity, which, in turn, sheds light on gender and nationalism in South Asia. Further, Indian women's transnational activities draw attention to a range of interventions and processes that illuminate the global history of liberal ideas and political practices, the legacies of which appear embattled in the present era.

Il contributo presenta i risultati di un progetto multi-fase che ha avuto come obiettivo la creazione di un nuovo modello di azione collettiva solidarity-based. Sviluppatosi in tre fasi conseguenti e necessarie, tale progetto mira a fornire indicazioni teoriche, metodologiche ed applicative per interventi di cittadinanza globale capaci di favorire condizioni di giustizia sociale. La prima fase consta di uno studio cross-culturale condotto in Italia, Austria e Stati Uniti volto a rilevare le rappresentazioni sociali dei concetti di obbedienza e disobbedienza in gruppi di giovani-adulti. La discussione dei risultati evidenzia similitudini e differenze cross-culturali tra le rappresentazioni e definisce, per la prima volta in letteratura, attraverso l’utilizzo di mixed methods completamente bottom-up i concetti di obbedienza e disobbedienza. Nella seconda fase è stato creato e validato uno strumento psicometrico in grado di misurare l’atteggiamento relativo alla disobbedienza pro-sociale poiché, nella terza e ultima fase, tale costrutto, insieme alle variabili ragionamento morale e valori di impegno, sono state testate come predittrici del modello EMSICA, modello esplicativo di un’azione collettiva a favore di un out-group in condizioni di svantaggio sociale. La discussione dei risultati indica la rilevanza empirica di tali variabili offrendo interessanti spunti di riflessione per i policy maker. / This dissertation presents the results of a multi-phase project whose goal was the creation of a new model of solidarity-based collective action. Developed in three consequential and necessary phases, this project aims to provide theoretical, methodological and practical guidance for interventions of global citizenship to favor conditions of social justice. The first phase consists of a cross-cultural study conducted in Italy, Austria and the United States aimed at detecting the social representations of the concepts of obedience and disobedience in young adults groups. The discussion of the results highlights the similarities and the differences between cross-cultural representations and defines the concepts of obedience and disobedience for the first time in literature, through the use of completely bottom-up mixed methods. In the second phase has been created and validated a psychometric instrument that can measure the attitude related to pro-social disobedience because, in the third and final stage, this construct, along with the variables moral reasoning and engagement values, have been tested as predictors of the EMSICA model, that explains collective action in favor of a disadvantaged out-group. The discussion of the results indicates the empirical relevance of these variables offering interesting insights for policy makers.