Thesis (doctoral)--University of York, 1997. / BLDSC reference no.: DX201769.

Global education is founded upon numerous theoretical frameworks. In this thesis, following a review of relevant literature, I will carefully consider Pike and Selby's (1995) four-dimensional model of global education. Although I regard theirs as the most promising of recent conceptualizations, it doesn't seem to provide a clear articulation of the specifics of their four dimensions, as well as the way in which these can be fostered in learners. In an attempt to address this incompleteness, I will turn to global communications pioneer Marshall McLuhan whose discussion of the global village contains key concepts and definitions that may provide more specific language for the individual's relationship to the local and the global. Moreover, his ideas regarding the intersection of culture, technology, and the arts within the global village, illuminated by the work of artist Char Davies, can help situate the arts within a newly conceptualized theoretical foundation for global education.

Thesis (Ph. D.)--Oregon State University, 1989. / Typescript (photocopy). Includes bibliographical references. Also available on the World Wide Web.

Thesis (M.S.)--Central Connecticut State University, 1998. / Thesis advisor: Dr. Gavro Altman. " ... in partial fulfillment of the requirements for the degree of Master of Science in International Studies." Includes bibliographical references (leaf 47).

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 343-368).

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While the benefits of international education are beyond question, established international education (IE) activities remain beyond the reach of most Canadian students. Can information and communication technologies (ICTs) expand access to international education in a meaningful way? This report describes highlights of case studies of six diverse and innovative Canadian adventures with online IE: At the University of British Columbia, the online course ‘Working in International Health’ contributes to internationalization of the curriculum and prepares students for work in the developing world. Mount Royal College in Calgary leads an international ‘Consortium on Design Education’ online design challenge to introduce students to international and intercultural elements of design. At Ryerson University, integration of a “Virtual Law Firms” experiential online activity gives students first-hand experience of the world of international business law. The new ‘University of the Arctic’ makes use of ICTs to connect students from over 40 institutions in eight Arctic states. ‘Introduction to Ethnomusicology’ at the Université de Montréal demonstrates Québec’s leadership of international ICT initiatives in the Francophone world, and challenges Canadian and African students to rethink their cultural perspectives on music. And the ‘e-Learning for Business Innovation and Growth’ project in Newfoundland and Labrador extends international learning to lifelong learners.

The benefits of international education are beyond question, but international education (IE) activities remain beyond the reach of most students. Can information and communication technologies (ICTs) expand access in a meaningful way? We report highlights of six diverse case studies of innovative Canadian adventures with online IE: how they advance internationalisation priorities, support intercultural learning, and increase access to IE. Importantly, these projects demonstrate how ICTs can move us beyond old paradigms in which developed nations send their students and their ëknowledgeí to the developing world, and instead create a new space for students and faculty to meet as equals.

In this dissertation, I construct and defend a conception of global education as a moral enterprise. I argue that the ethical and political commitments which should be at the heart of programs have not been made explicit or central. Fundamental commitments to democracy are incompatible with global education that focuses mainly on existing world systems and relationships, and promotes national interests. The foundations of global education should be those that underlie projects of communicative ethics, defined here as frameworks for uncoerced communication between particular individuals in actual contexts. On this view, global education is education toward just and respectful exchanges across social, political, and cultural differences. A central feature of this conception is the development of a defensible global perspective. To attain such a perspective is, in part, to develop the sensitivities and dispositions that will help one understand and appreciate another’s point of view. This kind of understanding can only be partial and is often problematic. There is always the possibility of misunderstanding, even incommensurability. Further, understanding does not entail agreement. Dialogue needs to proceed cautiously and with awareness of the potential for coercion. Nevertheless, it is hoped that educational efforts toward communicating with others will lead to the mutual recognition of some commonalities, and may eventuate in the construction of a limited global community of concern. There are a number of communicative virtues necessary for listening and speaking to individuals who are beyond the boundaries of our existing local and national concerns. The three moral dispositions presented here are especially important. Empathy, tolerance, and a sense of justice are discussed in terms of meeting the challenges of communicating across differences and distance. Classrooms are places where these virtues can be carefully cultivated, and where the possibilities for constructing community can be explored through defensible programs of global education.