The purpose of this study was to inform global citizenship practice as a higher education (HE) agenda by comparing retrospective experiences of a range of community engagement (CE) partners, including the often silent voices of non-researcher partners. HE-CE aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of CE-partners. This qualitative secondary analysis study was framed theoretically by the transformative-emancipatory paradigm and meta-theoretically by phenomenology. Existing case data, generated on retrospective experiences of CE-partners in a long-term CE-partnership, were conveniently sampled to analyse and compare a range of CE-experiences (parents of student-clients (n = 12: females 10, males 2), teachers from the partner rural school (n = 18: females 12, males 6), student-educational psychology clients (n = 31: females 14, males 17), academic service learning (ASL) students (n = 20: females 17, males 3), and researchers (n = 12: females 11, males 1). Existing data sources included verbatim transcriptions of (i) audio-recorded Participatory Reflection and Action (PRA)-directed group sessions (parents, teachers, student-clients), (ii) telephonic interviews (ASL-students, researchers) and semi-structured interviews (ASL-students); as well as rural school context observation data documented textually (audio-visual recordings and photographs) and textually (field notes). A significant insight from this study is that a range of CE-partners experience similar benefits and challenges when a university and rural school partner. Whereas all CE-partners experience HE-CE as beneficial for human capital development, they all experience that HE-CE is challenged by the structural disparity between a rural context and operational miscommunication. CE-partners with higher education levels experienced that the HE partner is an agent that facilitates knowledge generation. These CE-partners indicated that both academic researchers and non-researchers should be valued as equal knowledge co-generator partners. CE-partners within a rural school had expectations of material gain as part of their experience of participating in this CE-partnership. CE-partners involved in educational psychology (ASL) experienced connectedness and support as a result of participating in the FLY intervention. These CE-partners also experienced FLY relationships as a great platform for establishing bonds, whilst learning from peers. I theorise the Progressive Global Citizenship conceptual framework as a guide that points towards boundless engagement in the era of globalisation. This suggests that HE-CE should focus on innovative interventions that have support structures aimed at establishing connections across socio-economic, cultural, racial and academic backgrounds. Therefore, I propose that HE should make a concerted effort to enhance insight, awareness, reflection, exploration and develop critical consciousness among global citizens. In my view, this calls for innovation that moves away from traditional practices in global citizenship. HE should strive to partner with many role-players as an alternative way of broadening the scope towards understanding and enriching CE interventions. / Thesis (PhD)--University of Pretoria, 2017. / National Research Foundation (Grant number: 82620 CEC12091412827) University of Pretoria / Educational Psychology / PhD / Unrestricted

International global citizenship practica programs abound in universities and high schools across North America; indeed, they are a growing trend. However, there has been little research into their long-term impact, particularly of high school practica. This dissertation explores the influence of a high school global citizenship practicum through the perspectives, perceptions, and lives of its participants eight years later, and subsequently examines implications for personal vocation, global education practice and global citizenship practica. The research questions are embedded in cares arising from my years teaching high school Social Studies and are inspired by the global citizenship practicum in question, one which I initiated and co-facilitated. They are informed by conceptions of global citizenship and a philosophy of experiential learning. The research project itself is framed as a case study; its approach is qualitative and interpretist in nature. The research findings derive largely from interviews and written communication with 11 of 14 former practicum participants, including the practicum’s co-facilitator. They are supplemented with memories and perspectives of the author-researcher and enlightened by scholarly literature. Findings show that high school global citizenship practica, ones that include a home-stay experience, can be effective and transformative in cultivating enduring traits commensurate with global citizenship. However, these practica face potential and critical impediments and challenges in accomplishing those ends. Teacher-facilitators play important, perhaps indispensable roles in helping address these challenges and in creating learning environments that foster global perspectives and critical awareness.

International global citizenship practica programs abound in universities and high schools across North America; indeed, they are a growing trend. However, there has been little research into their long-term impact, particularly of high school practica. This dissertation explores the influence of a high school global citizenship practicum through the perspectives, perceptions, and lives of its participants eight years later, and subsequently examines implications for personal vocation, global education practice and global citizenship practica. The research questions are embedded in cares arising from my years teaching high school Social Studies and are inspired by the global citizenship practicum in question, one which I initiated and co-facilitated. They are informed by conceptions of global citizenship and a philosophy of experiential learning. The research project itself is framed as a case study; its approach is qualitative and interpretist in nature. The research findings derive largely from interviews and written communication with 11 of 14 former practicum participants, including the practicum’s co-facilitator. They are supplemented with memories and perspectives of the author-researcher and enlightened by scholarly literature. Findings show that high school global citizenship practica, ones that include a home-stay experience, can be effective and transformative in cultivating enduring traits commensurate with global citizenship. However, these practica face potential and critical impediments and challenges in accomplishing those ends. Teacher-facilitators play important, perhaps indispensable roles in helping address these challenges and in creating learning environments that foster global perspectives and critical awareness.

Today's increasingly interconnected world creates new challenges related to the use and understanding of the concept of citizenship. The idea of a global citizenship is not new; however, in recent years there has been an evolution of increasing research leading to the expansion of interest with regard to the exploration of the concept and how it could be implemented in practice. This study attempts to deepen the understanding of the qualitatively different ways of perceiving this concept amongst a number of Indian and Nepalese young adults. The study is based on a phenomenographic research approach, where the data material was collected through semi-structured interviews. The results of the study show that global citizenship can be perceived as being related to equality, cultural diversity, global responsibility, global communication and cosmopolitan governance. Furthermore, the study demonstrates that the young adults perceive themselves either only as national citizens, or as both national and global citizens. Finally, the respondents believe that formal education can contribute to the promotion of global citizenship by including the concept in the educational curriculum and by encouraging cultural exchange. The role of formal education in promoting global citizenship is also perceived to be unclear due to terminological confusion.

How can we help university students make connections between ‘academic knowledge’, and their roles as members of local and global communities? How do we create a forum for students to engage in issues of social and ecological justice through critical thought, moral commitment and meaningful engagement in their learning and coming to know as global citizens? We are an interdisciplinary group of researchers and instructors who have collaboratively developed, and are now co-teaching an international, interactive, fully online university course: Introduction to Global Citizenship, available to students at five universities around the world. Our course combines academic rigour with personal reflection and group discussion. It provides students with a broad understanding of barriers and bridges to global citizenship, brings greater awareness of key global issues, and encourages individual and collective action and accountability on issues of sustainability and social justice. Pilot delivery of our course in 2005-2006 suggests that it offers students an extremely challenging, thought-provoking, international educational experience, as we learn about and discuss global issues together. In this working session, we hope describe our experiences with this course project, and to facilitate a productive dialogue with colleagues around teaching strategies for transformative learning in higher education. What ‘kinds’ of transformative learning are we seeking and how can we recognize it? Which instructional strategies facilitate deeper critical analysis and personal reflection? What roles might technology and interdisciplinarity play in this undertaking? Which investigative approaches might help us move our institutions beyond lipservice to global education?

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Several writers have described the aim of global citizenship education as developing in students a global ethic of social justice. Western post-secondary institutions have endeavored to educate students for global citizenship by traveling to and volunteering in developing countries. Such programs have the potential to perpetuate the epistemic violence of colonialism by ignoring the ways in which students appropriate the developing world as ‘other’ as use these experiences to solely benefit themselves. In order to address such issues and concerns, this qualitative study used post-colonial theory to analyze the experiences and reflections of six participants who participated in a Canadian university global citizenship program in Thailand. The study suggests that culture and perceived cultural differences have a major effect on how students understand their identity and agency as global citizens, bringing forth dimensions of ambivalence and cultural hybridity. In order for programs to develop a global ethic of social justice, however, students need to be informed and reflexive about the social-historical context of the country they are visiting as well as their positionality in relation to the people they engage with. / Theoretical, Cultural and International Studies in Education

Global citizenship education is becoming increasingly appreciated in Ontario as an important component of formal schooling. Although all disciplinary areas have a role to play in global citizenship education, geography, which is primarily concerned with the study of people, places, and environments at home and around the world, provides an especially important context in which to foster the values and attitudes often cited as important for global citizenship. The purpose of this qualitative study is to describe how seven secondary students in the province of Ontario make meaning of global citizenship through geography education. More specifically, this study investigates the way that Grade 12 students, who had recently completed the course titled, “Canadian and World Issues: A Geographic Analysis”, conceive of the concept of global citizenship, value its importance, and experienced its values within this course. Qualitative data was collected through an analysis of the course curriculum and though interviews with seven students. The interviews revealed four themes that were most apparent in how the students conceptualized global citizenship: global awareness, belonging, caring, and commitment to action. It was revealed that the students’ personal involvement with the issues being studied helped them learn to be global citizens, as did the rich discussions of global issues they experienced in class. Careful analysis of both the students’ conceptions of global citizenship and how they experienced global citizenship in the curriculum revealed an uncritical perspective – one which emphasizes acts of charity and volunteerism rather than a commitment to social justice. In examining the participants’ perceptions of the value of global citizenship education as part of the curriculum, it was clear participants felt this was an important feature of geography education. In fact, since their perception was that they experienced global citizenship in this course exclusively, they attributed great value to the course and to geography education more generally. Overall, the findings are valuable to both teachers and teacher candidates seeking to better engage their students in global issues and equip them with global thinking strategies, and to curriculum developers wishing to effectively incorporate issues and topics concerning global citizenship within school curricula. / Thesis (Master, Education) -- Queen's University, 2013-08-30 16:23:30.774

This thesis makes a productive contribution to understanding the rapidly expanding and contested field of global school partnerships, by placing the rich narratives from a handful of school partnerships into the global education context of social, historical, political, and cultural processes. Principally, it tells the story of one partnership, between two primary schools in rural Devon and urban Tanzania, nested within a network of partnerships and governed by DfID’s Global School Partnership (GSP) programme. The cross-continental nature of the school partnerships called for a multi-sited, ethnographic approach, informed and shaped by postcolonial and feminist principles. Partnerships comprise a range of practices, most significant of which were the reciprocal teacher visits that punctuated, and energised, the partnership calendar, presenting spaces for encounter. The emotional and embodied encounters formed the backbone of the partnerships, and produced narratives that were circulated amongst the partnerships and re-presented to audiences in the home country. Firstly, school partnerships engendered the production of moral subjectivities, which were underscored by broad discourses of citizenship, global citizenship, and moral education. With its objective to foster global citizenship, the global partnership occupied an ambiguous position within this discursive framework. Secondly, the encounters presented moments in which narratives of education, teaching, and learning were produced, contested, negotiated, and in some cases, reworked by the participating teachers. As a cultural device, the GSP was both indicative, and constitutive, of the discourse surrounding the neoliberal realignment of the education sector around the world, and provided a productive lens through which to reflect upon the contemporary transformation of the institution. Importantly, the GSP presented a significant site in which neoliberal stories of aspiration, hard work, and global outlooks, became intimately entangled with ‘caring’ stories of concern and responsible citizenship. Most scholarship has focused on the role of secondary and tertiary education sectors in the production of the knowledge economy, but this ethnography finds that nascent discourses and imaginaries of the ‘global’ citizen are already being established and performed in primary schools around the world.