Critical service learning: A participatory pedagogical approach to global citizenship and international mindedness

2016 ◽  
Vol 15 (3) ◽  
pp. 238-252 ◽  
Author(s):  
Victoria Wasner
Keyword(s):  
Service Learning ◽  
International Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
International Schools ◽  
Ivory Tower ◽  
Pedagogical Approach ◽  
Effective Pedagogy ◽  
Key Terms ◽  
International Baccalaureate Diploma

International mindedness and global citizenship are two key terms within international education, which underpin much of the discourse within the International Baccalaureate Diploma Programme. This article proposes how a participatory approach to education for international mindedness and global citizenship can help educators within international schools to encourage students to think critically about reality beyond their ‘ivory tower isolation’, questioning the inequalities in the world that surrounds them. The article shows how the use of a critical, participatory pedagogy within the field of service learning can be employed in order to explore what global citizenship and international mindedness mean in the context of the International Baccalaureate Diploma Programme. The article also proposes that this participatory, critical inquiry involves engaging students as researchers as an effective pedagogy in order to bring about new knowledge and understandings relating to the concepts of global citizenship and international mindedness.

scholarly journals Karma and Yoga: Transformative Pedagogy and Empowering Communities through Study Abroad and Service Learning

2020 ◽  
Vol 1 (1) ◽  
pp. p53
Author(s):  
Anita Anantharam
Keyword(s):  
Service Learning ◽  
Study Abroad ◽  
International Education ◽  
Global Citizenship ◽  
Cultural Knowledge ◽  
Community Formation ◽  
Learning Assessment ◽  
Study Abroad Programs ◽  
Global Citizens ◽  
Studying Abroad

International education and global citizenship are keywords in our culture today and the success or failure of our attempts to be global citizens depends on the level of commitment we are able to make to cultures different than our own. The academic study of transnational feminism rests on the idea that cultural knowledge can be learned and appreciated. Studying abroad is a small step towards fostering global citizenship and transnational solidarity. This essay illustrates some of the successes of and impediments to community formation and global awareness through study abroad programs and initiatives. Service-learning assessment modules, non-traditional assignments, and stimulation of contemplative health are presented as pedagogical examples that make possible a mutually life-transforming experience for educators and students alike.

scholarly journals IB DIPLOMA PROGRAMME CORE AS A SUPPLIER OF GLOBAL CITIZENSHIP EDUCATION

2020 ◽  
pp. 59-75
Author(s):  
Stephanie Lynn Edwards
Keyword(s):  
Sustainable Development ◽  
International Education ◽  
Citizenship Education ◽  
International Baccalaureate ◽  
Mission Statement ◽  
Global Citizenship ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Written Curriculum ◽  
Definition Of

Global citizenship education (GCED) is a growing field in international education. The Sustainable Development Goal (SDG) target 4.7 cited GCED as an official aim of the United Nations for 2030 in order to improve sustainable development, and this has created an increase in global research relating to the assessment of GCED within curriculums. The International Baccalaureate (IB), a private international organization known for its mission statement that promotes lifelong education for a peaceful world, prefers the term international mindedness. Consequently, the IB rarely addresses the concept of global citizenship directly in its Diploma Programme (DP). This paper studies the relationship between the existing DP curriculum and GCED through first providing a definition of GCED and its cognitive, socio-emotional, and behavioral conceptual domains according to UNESCO’s theoretical framework. The study suggests that the DP curriculum unequally addresses the GCED domains and lacks definitive learning objectives that are recommended by UNESCO. While the IB is known for its international education, the DP does address GCED elements that are crucial to active citizenship within the written curriculum, nor are the existing elements assessed at any point in the program.

scholarly journals In pursuit of community engagement: Unpacking the knowledge and skills associated with service-learning efforts

2019 ◽  
Vol 18 (1) ◽  
pp. 3-22
Author(s):  
Sarah R Lillo
Keyword(s):  
Service Learning ◽  
Community Engagement ◽  
International Baccalaureate ◽  
International Schools ◽  
Knowledge And Skills ◽  
School Contexts ◽  
Global Issues ◽  
Knowledge Domains ◽  
Local Contexts ◽  
Service Learning Pedagogy

The study described in this article highlights the complexity of service-learning efforts and community engagement pursuits. It is based on 6.5 months of qualitative fieldwork in International Baccalaureate international schools in Kenya, Ethiopia, and South Africa. The article unpacks the understandings and skills involved in service-learning efforts through a framework developed by the research. The framework includes six knowledge domains: service-learning pedagogy, global issues, school contexts, local contexts, leadership/organizations, and communication. The author argues that related competencies in these domains support efforts, whereas related knowledge gaps impede efforts. Such a framework allows teams to be self-reflective and intentional, justifies related resources, and explains the strain that educators involved in these pursuits can feel. The author argues that facilitators need to have deep knowledge in far more than service-learning pedagogy.

scholarly journals Disrupting conventional conceptions of parental engagement: Insights from international schools

2021 ◽  
pp. 174549992110384
Author(s):  
Shona McIntosh ◽  
Mary Hayden
Keyword(s):  
School Choice ◽  
International Education ◽  
International Baccalaureate ◽  
Social Inequalities ◽  
International Schools ◽  
Educational Practice ◽  
International School ◽  
Parental Engagement ◽  
Education Markets ◽  
Practice Framework

Recently, increases in numbers of international schools have been fuelled by a growth in numbers of aspirational families selecting them. The perception that international education affords children access to social advantages has been established in the school choice literature, but there has yet to be an examination of this trend in relation to parental engagement in international schools. Views of parents on this growing trend will be sought in a separate study, but in this paper we approach the problem through international school staff perceptions of issues relating to parents. These emerged during interviews with those responsible for implementing one part of the International Baccalaureate Diploma Programme: Creativity, Activity, Service. A communities of educational practice framework, adapted for parental engagement, indicated previously unidentified tensions in the international school/parent relationship. Conditions in international education markets create conditions that tip the balance of power, conventionally with the school, towards already-privileged international school parents, raising important questions about the relationship between international schools and social inequalities perpetuated by education.

scholarly journals Teaching Global Citizenship in a Muslim-Majority Country: Perspectives of Teachers from the Religious, National, and International Education Sectors in Pakistan

Religions ◽  
2021 ◽  
Vol 12 (5) ◽  
pp. 348
Author(s):  
Muhammad Azeem Ashraf ◽  
Samson Maekele Tsegay ◽  
Jin Ning
Keyword(s):  
International Education ◽  
Global Citizenship ◽  
National Curriculum ◽  
Economic Benefits ◽  
Great Role ◽  
Structured Interviews ◽  
Sustainable Peace ◽  
Muslim Majority ◽  
Islamic Identity ◽  
Islamic Values

Pakistan is a Muslim-majority country, and religion plays a great role in the life of society. This study examines how teachers from the religious, national, and international education sectors realize the concept of global citizenship education (GCE) in Pakistan. Based on 24 semi-structured interviews, this study found differences among the teachers’ understandings of the concept of GCE and its characteristics. Teachers from the national and religious curriculum sectors viewed GCE as a threat to Islamic values, whereas those from the international curriculum sector regarded GCE as an opportunity for improving the economic development and image of Pakistan. Moreover, the teachers from the religious sector argued for the cultivation of Islamic identity instead of GCE. However, the teachers from the national curriculum sector noted the economic benefits of GCE and were keen on global citizenship principles that do not conflict with national and Islamic values. The different perceptions held by teachers from the three educational sectors indicate the need for more work on GCE to narrow the conflicting agendas and broaden the understandings within Pakistani society. Creating common ideas within these different sectors of education is significant for developing sustainable peace within the divided society.

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