This mixed-methods study contributes to the limited literature on global citizenship by comparing the impacts of two curricular methods used to educate for global citizenship: international education experiences and a school-wide approach. Using Round Square as the case study, an international association of secondary schools that incorporate both methods to foster global citizenship, and an adapted version of Hartman’s (2008) Global Citizenship Survey, this study examines the global citizenship qualities of 185 graduates from Canadian Round Square schools. Findings reveal that not only is the pursuit of global citizenship within schools valuable and possible, but that a school-wide approach is as effective a method to educate for global citizenship as international education experiences. Results are valuable as many schools lack the resources, capacity, and motivation for global citizenship programming, particularly if programming relies on international education activities. Results also question the necessity of international opportunities to foster global citizenship.

The purpose of this thesis is to explore the possibilities in reinventing Freirean critical pedagogy in the context of Indian formal education, and to examine the tensions and limitations that emerge and that would need to be addressed in such an attempt. It argues that Brazilian educator Paulo Freire's model of critical pedagogy can offer useful ideas and possibilities for change in the formal education system in India that is currently suppressing critical education and thereby perpetuating inequality and oppression. However, inasmuch as current educational practice in India is embedded in a cultural worldview that is different from the cultural worldview which shaped Freire's thinking, his theory will have to be contextualized, in keeping with the ideals of humanization, epistemology, liberation, ontology and pedagogy that are valued in Indian society, in order to be reinvented successfully in the Indian context. To this end, the thesis will present a comparative study of Freirean critical pedagogy and the Indian culture of pedagogy in order to explore the following questions: What are some of the possibilities that a Freirean perspective can offer for a critique of the Indian culture of pedagogy? What are some of the possibilities that an Indian perspective can offer for a critique of the cultural specificities of Freire's worldview? What are some of the tensions between the two worldviews that would need to be addressed in order to successfully reinvent critical pedagogy in the context of Indian education, and what are some tentative ways to address these tensions? These questions will be answered by exploring the points of commonality and difference between the worldviews framing the Indian culture of pedagogy and critical pedagogy. Based on the specific historical, social, cultural and political context in which each of these pedagogies arose, the thesis will explore how the points of commonality between these two frameworks can allow them to speak to each other, and how the differences between them can be potentially reconciled. Postcolonial theory, Clarke's (2001) construct of "the culture of pedagogy," and critical pedagogy itself will together provide the conceptual lens through which these questions will be examined. / Thesis (Master, Education) -- Queen's University, 2007-12-13 16:39:14.347 / This research was supported with help from the Government of Ontario and the Social Sciences and Humanities Research Council of Canada.

The purpose of this study was to produce five in-depth case studies of University of Georgia, USA, students who studied abroad for one semester in Spring of 2006. These case studies describe and analyze the students’ self-identified goals and motivations for participating in this study abroad experience. Utilization of Lincoln and Guba’s (1985) naturalistic inquiry method was used to explore the student experiences. In addition to qualitatively analyzing the goals and motivations of these specific cases, descriptive statistics of the student Intercultural Development Inventory (IDI) pre- and post-test questions and answers (Intercultural Communication Institute, 2003), taken in Spring 2006 and two years later in Spring 2008, were compared for the purpose of measuring changes in worldview orientations over time. This provided the establishment of convergence or triangulation of quantitative and qualitative data. Further exploration of preferred student learning styles by use of the Kolb Learning Style Inventory, v. 3.1 (Kolb, 1999) was initiated in order to analyze whether the study abroad program design matched the students’ learning style. A study abroad preparatory model, Adapt, Adopt, Adept: A Preparatory Model for Study Abroad, is proposed that increases student active engagement abroad, thereby increasing the potential for accomplishing the stated goal of the University of Georgia (UGA) study abroad program, namely to develop “global citizens.” Inquiry into these areas and the results obtained are directly relevant to study abroad program specialists, interested faculty, upper administrators in university policy making, and future students who might desire to participate in an international learning experience. This particular study, in contrast to those discussed in the literature review, indicates a unique approach by focusing on the following: • one specific, experiential study abroad program; • using naturalistic inquiry as the method of obtaining such data; • using IDI scores to triangulate results of qualitative data; • incorporating information measured by the KLSI. Both qualitative and quantitative data were collected. Qualitative data were obtained via Blackboard, email, chat interviews via the internet, face to face interviews, and by means of journal entries. By using naturalistic inquiry, the specific form of data provided and its content was left largely to the students to choose via the options listed above in order to best represent their voices. Scores on the IDI provide the quantitative data used to assess qualitative findings. The intention was that this study would provide an in-depth investigation of the students’ experiences in order to be used by individuals who find the information to be practical, functional, and helpful in improving the learning and cultural environment of study abroad students.

This M.A. thesis is a narrative inquiry into a westerner’s personal stories of teaching and living in Thailand. It narrates the experiences of becoming an ajarn (a teacher), but moreover an ajarn farang (a white teacher) in a Thai university. As International Education programs are largely supplemented with western-developed curricula and teachers, what are the implications for a western teacher when material and pedagogy fails in a new cultural situation? How can a teacher reconcile feelings of power (as a perceived education authority) and powerlessness (as a cultural foreigner)? This narrative inquiry explores the role of story to make meaning out of otherwise uncertain situations. The stories are about experiences deemed emblematic of tensions and ideas employed by multiculturalism, postcolonialism, phenomenology, and transformative education. These discussions aim to expose and exploit borders of experience that exist for reasons of culture, colonialism, location, and race. The transformative exercise of exploring spaces between borders recognizes that people are characters inside one another’s stories, which thereby expands boundaries of identity to anticipate and embrace moments of uncertainty that can inspire innovative pedagogy because of cultural difference, and not in spite of it.

This mixed-methods study contributes to the limited literature on global citizenship by comparing the impacts of two curricular methods used to educate for global citizenship: international education experiences and a school-wide approach. Using Round Square as the case study, an international association of secondary schools that incorporate both methods to foster global citizenship, and an adapted version of Hartman’s (2008) Global Citizenship Survey, this study examines the global citizenship qualities of 185 graduates from Canadian Round Square schools. Findings reveal that not only is the pursuit of global citizenship within schools valuable and possible, but that a school-wide approach is as effective a method to educate for global citizenship as international education experiences. Results are valuable as many schools lack the resources, capacity, and motivation for global citizenship programming, particularly if programming relies on international education activities. Results also question the necessity of international opportunities to foster global citizenship.

Thesis (Ph.D.)--University of Wollongong, 2008. / Typescript. Includes bibliographical references: p. 289-323.

This M.A. thesis is a narrative inquiry into a westerner’s personal stories of teaching and living in Thailand. It narrates the experiences of becoming an ajarn (a teacher), but moreover an ajarn farang (a white teacher) in a Thai university. As International Education programs are largely supplemented with western-developed curricula and teachers, what are the implications for a western teacher when material and pedagogy fails in a new cultural situation? How can a teacher reconcile feelings of power (as a perceived education authority) and powerlessness (as a cultural foreigner)? This narrative inquiry explores the role of story to make meaning out of otherwise uncertain situations. The stories are about experiences deemed emblematic of tensions and ideas employed by multiculturalism, postcolonialism, phenomenology, and transformative education. These discussions aim to expose and exploit borders of experience that exist for reasons of culture, colonialism, location, and race. The transformative exercise of exploring spaces between borders recognizes that people are characters inside one another’s stories, which thereby expands boundaries of identity to anticipate and embrace moments of uncertainty that can inspire innovative pedagogy because of cultural difference, and not in spite of it.

The UK Higher Education (UKHE) sector has expanded overseas student numbers in recent years bringing significant economic and financial benefits to the sector and the economy. Yet, overseas student numbers are now under threat due to international competition, UK immigration law and the recent referendum decision to leave the EU. As a result, two key challenges arise for UKHE: the need to operate effectively in an international market; and, to meet the increasing expectations of international students (Grove 2015).Chinese students form the largest overseas country group studying in the UK with 21% of all overseas students. Business studies, including accounting, is the most popular subject area with nearly 40% of all overseas students (UK Council for International Student Affairs, 2016). This DBA study explores the learning experiences of a cohort of overseas Chinese students who have transferred from two years of study at colleges in China to a professionally accredited accounting undergraduate degree programme at a Scottish university. The overarching aim is to understand the nature of the students' learning experiences in the context of the degree programme in which the study takes place. The research was conducted from a critical realist theoretical perspective and used a qualitative research method to develop an understanding of the nature of the learning experiences as perceived by participants. Research data, gathered from focus group interviews with student participants, was analysed thematically. Findings show that issues with English lead to low levels of integration with other students, resulting in participants turning towards a learning strategy of independent learning among themselves. This further restricts exposure to English, including specialised accounting vocabulary, accounting concepts and theories, and cultural experience. The findings make a contribution to knowledge in terms of how this group of overseas Chinese students perceive and respond to their learning experiences of a Scottish accounting degree programme including aspects of the specific accounting subject discipline. Recommendations offer considerations to enhance LTA practice in the wider HEI context and the accounting discipline.

abstract: Education abroad participants worldwide are often positively transformed by their experiences and, as a result, gain a great deal of knowledge, resources, ideas, and high levels of inspiration which can positively impact the individual, and local and global communities—contributing to global development. However, education abroad participants face challenges and are often not prepared for making lasting positive change in their local and global communities post-education abroad, known as the reentry phase. Moreover, they do not fully understand the potential positive impacts they can have on society as a result of their education abroad experiences. This is of significant importance for a world that continues to rapidly globalize, advance technologically faster than ever before, and faces challenges and opportunities that require globally experienced people. Through surveys and interviews with 156 participants from 32 countries, this transformative mixed methods research provides strong evidence for the high levels of benefits participants gain, and how they are positively transformed and motivated to make local and global impacts after their education abroad experiences. The data provides insights into participant perceptions, ideas, opportunities, and challenges surrounding these topics, and identifies differences and similarities in participant and program types that best prepare, support, and enable participants during the re-entry phase. It also provides insights on how stakeholders (e.g. educational, public, private, non-governmental, civil society, and personal support systems) can transform current research, models, and policies to be able to support participants in becoming social entrepreneur change agents, and forge a more holistic approach towards global education mobility and global development. The more than 4.5 million people that currently engage in education abroad annually is a population projected to increase to more than 8 million participants by 2025. They represent only 0.06% of the world’s 7 billion population from almost all countries, including developing, emerging, and highly developed. Therefore, this unique population of highly educated and globally exposed future world leaders and decision-makers represents a comparatively uniquely privileged group that have the potential (and responsibility) to make important global development impacts after their education abroad experiences. / Dissertation/Thesis / Masters Thesis Global Technology and Development 2016

Um dos maiores desafios que se interpõem à educação neste início de século é encontrar as bases para promover uma educação de qualidade para todos. Entretanto, definir qualidade e os caminhos para alcançá-la não tem se mostrado tarefa simples nem consensual. Entre as diversas propostas, surge a ideia da educação para o desenvolvimento de competências, que tem encontrado eco entre teóricos de todo o mundo e, mais recentemente, também entre pesquisadores e autoridades brasileiras. Como se verificou no Brasil e em diversas outras localidades, apesar da rápida incorporação do conceito de competências nos mecanismos de regulação educacional nacionais, a maioria das discussões sobre as competências permanece focada sobre a esfera da educação escolar, negligenciando o imenso universo de práticas educativas concebidas em contextos não-formais e que podem revelar-se estimuladores privilegiados de determinadas competências, entre as quais as competências relacionadas ao convívio social. A presente proposta tem como intuito, pois, revigorar o debate sobre as possibilidades educativas encontradas também fora da escola a partir da perspectiva de competências e de contribuir, assim, para a expansão desse debate para além dos limites da educação escolar. Para tal, queremos revisar o estado da arte e o histórico da evolução do conceito de competências até contextualizá-lo no âmbito das práticas de educação não-formal, amparados, sobretudo, nos referenciais da Pedagogia Social, que se propõem a estudar esse universo educacional em específico. / One of the greatest challenges faced by education at the beginning of this century is finding a basis to promote quality education for all. Nonetheless, defining quality and the main ways to achieve it has neither been a simple nor a consensual task. Amongst the various proposals surfaces the idea of education for the development of competences, which has resonated with scholars all over the world and more recently, also with Brazilian researchers and authorities. As can be observed in Brazil and various other countries, despite the quick introduction of the concept of competencies into the national educational regulations, the great majority of discussions about the concept remain focused on the school environment. Such a focus neglects the immense universe of educational practices conceived in less formal contexts that can, in fact, turn out to be privileged means to encourage certain competences, such as those related to social coexistence. The current proposal intends to shed some light on the debate about the educational possibilities found out-of-school from a competences approach perspective. Hence, we intend to contribute to widening the debate beyond the boundaries of school education. In this sense, we will review and the historical background of competences and contextualize the concept within the framework of non-formal education, based on the theoretical framework of Social Pedagogy, aimed to study this educational universe specifically.