scholarly journals Global Citizenship as a Floating Signifier: Lessons from UK universities

2014 ◽  
Vol 6 (2) ◽  
pp. 27-42 ◽  
Author(s):  
Silvia Elisabeth Moraes
Keyword(s):  
Higher Education ◽  
Global Citizenship ◽  
Global Community ◽  
Global Citizen ◽  
Modes Of Action ◽  
The University ◽  
Discursive Context

In a world where people interact across countries, citizens need to find their role in the global community; therefore, global citizenship (GC) has become an influential theme in higher education. Due to its various interpretations and modes of action, in this paper GC is addressed as a floating signifier. Our main data comes from interviews with ten academics from five UK universities that host internationalization programmes. The respondents were asked about the signified (in the Saussurian sense) that they attribute to GC, what skills are necessary to be a global citizen, and how the sciences contribute to the articulation of GC. Although showing different approaches to GC, academics agreed that the university is its main discursive context and that projects and programmes must involve all sciences in interdisciplinary relations.

Fostering Global Citizenship in Higher Education

2016 ◽  
pp. 398-419
Author(s):  
Lee Stoner ◽  
Lane Perry ◽  
Daniel Wadsworth ◽  
Mikell Gleason ◽  
Michael A Tarrant ◽  
...  
Keyword(s):  
Higher Education ◽  
Global Health ◽  
Global Citizenship ◽  
Student Evaluation ◽  
Public Awareness ◽  
Socially Responsible ◽  
Global Citizen ◽  
Lifestyle Choices ◽  
Health Course ◽  
Individual Self

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a ‘global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have far-reaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.

Fostering Global Citizenship in Higher Education

2016 ◽  
pp. 826-847
Author(s):  
Lee Stoner ◽  
Lane Perry ◽  
Daniel Wadsworth ◽  
Mikell Gleason ◽  
Michael A. Tarrant ◽  
...  
Keyword(s):  
Higher Education ◽  
Global Health ◽  
Global Citizenship ◽  
Student Evaluation ◽  
Public Awareness ◽  
Socially Responsible ◽  
Global Citizen ◽  
Lifestyle Choices ◽  
Health Course ◽  
Individual Self

Despite growing public awareness, health systems are struggling under the escalating burden of non-communicable diseases. Arguably, one must place themselves within the broader/global context to begin to truly understand the health implications of personal choices. Fostering a ‘global citizen' perspective among graduates has become an integral part of the Higher Education (HE) discourse; this discourse can and should be extended to include global health. A global citizen is someone who is aware of global issues, socially responsible, and civically engaged. From this perspective, personal health is not solely an individual, self-serving act. Rather, the consequences of lifestyle choices and behaviours have far-reaching implications. This chapter details: (a) the development of an international global health course designed to foster global citizenship; (b) the research-led pedagogy; (c) the methods of student evaluation; and (d) the importance of such a course within the broader context of HE.

Cultivating Global Citizens for the Global Good

2017 ◽  
pp. 1-20 ◽  
Author(s):  
Katie E. Yeaton ◽  
Hugo A. Garcia ◽  
Jessica Soria ◽  
Margarita Huerta
Keyword(s):  
Higher Education ◽  
United States ◽  
Language Learning ◽  
Global Citizenship ◽  
The United States ◽  
Education Students ◽  
Global Citizen ◽  
Global Citizens ◽  
The World ◽  
English Dominant

Being cognizant of international matters and understanding of cultures other than one's own are standards that indicate global citizen readiness. Cultural competency and international mindfulness inherently fosters opportunities for dialogue and developing relations between countries. Higher education students in the United States are instructed in an English-dominant environment, a hindrance to their global citizenship preparedness. A facet of global citizenship bids competency in a language other than English and limiting students to one language will isolate them from the rest of the world. The question therefore unfolds around the benefits of bi/multilingualism and the accessibility of language particularly in self-proclaimed worldly universities. Ultimately, cultural and developmental language learning in United States is neglected, birthing a second language illiteracy crisis in higher education.

scholarly journals A Case Study of a Successful Multicultural Project: CCEP and the Infusion of Internationalization across the University

2009 ◽  
Vol 11 (1) ◽  
Author(s):  
Liangmei Bao ◽  
Mark Seven Ferrara
Keyword(s):  
Higher Education ◽  
Global Citizenship ◽  
Cultural Exchange ◽  
Global Awareness ◽  
Exchange Program ◽  
Stated Goal ◽  
Student Exchanges ◽  
The University

Globalization has resulted in the call for greater diversity and multiculturalism in higher education. In order to achieve its stated goal of preparing students for “responsible global citizenship,” one master’s university1 has adopted an infusion model of internationalization. This study examines how the university’s Chinese Cultural Exchange Program (CCEP) contributed to those campus efforts to enhance multicultural or global awareness, specifically in regards to faculty and student exchanges.

scholarly journals Graduates in/for a multicultural and globalising world

2018 ◽  
Vol 26 (2) ◽  
pp. 72-78
Author(s):  
David Killick
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Current Practice ◽  
Global Citizenship ◽  
Global Citizen ◽  
Content Type ◽  
Learning And Teaching ◽  
Teaching In Higher Education ◽  
Globalising World ◽  
Practical Implications

Purpose This paper aims to question the terminology, modelling and vagueness surrounding the notion of “global citizen” and argues for the more holistic construct of global selfhood as a legitimate goal for graduates who must make their way in a multicultural and globalising world. Design/methodology/approach This paper draws upon established education and global citizenship theories to present a model of global graduate attributes. Using this theoretical model, practice implications for learning and teaching in higher education are presented. Findings This paper proposes some radical transformations to current practice. Practical implications Proposals within the paper offer academics and academic developers tools for reflection on and transformation of practice. Originality/value This paper takes forward the often reductive construct of “global citizen” and demonstrates how a more holistic notion of global self can be applied to higher education and graduate outcomes.

scholarly journals Questioning Global Citizenship Education in the Internationalization Agenda

2019 ◽  
Vol 12 (3) ◽  
pp. 73-89 ◽  
Author(s):  
Gabriela Freire Oliveira Piccin ◽  
Kyria Rebeca Finardi
Keyword(s):  
Higher Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Internationalization Of Higher Education ◽  
Learning Spaces ◽  
Critical Perspective ◽  
Global Citizen ◽  
Global Citizenship Education

The present paper provides a reflection on global citizenship education (GCE) in the internationalization agenda. With that aim, the internationalization of higher education (IHE) is discussed from a critical perspective, mainly informed by postcolonial and decolonial studies. More specifically, the paper addresses GCE issues related to criticisms that have been raised against it in terms of (1) its different educational approaches, (2) its cosmopolitan bias with its (3) ideological frame of the so-called “global citizen”. Some alternatives to mainstream approaches to GCE and IHE are offered in the conclusion, based on the contributions of Stein (2017), Andreotti (2015) and Fiedler (2007), who advocate for the otherwise approach and/or postcolonial learning spaces.

scholarly journals Global citizenship development in higher education institutions: A systematic review of the literature

2022 ◽  
Vol 6 (1) ◽  
pp. 98-114
Author(s):  
Virginia R. Massaro
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Global Citizenship ◽  
Empirical Studies ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Exclusion Criteria ◽  
Global Citizen ◽  
Global Issues ◽  
Studying Abroad

Institutions of higher education continue to emphasize the need to create and develop global citizen graduates who will face challenging global issues in the workforce. A systematic literature review of empirical studies on global citizenship in higher education was conducted to understand the various ways this term is being studied, measured, and operationalized. The process of inclusion and exclusion criteria identified 57 studies. A content analysis revealed global citizenship is being included into higher education through scales of measurement, studying abroad, faculty and student perceptions, coursework, and university programs. The results are discussed in relation to the current literature on global citizenship along with future avenues of research.

scholarly journals Becoming a global citizen?

2021 ◽  
Vol 14 (1) ◽  
pp. 60-88
Author(s):  
Jane Booth
Keyword(s):  
Social Sciences ◽  
Global Citizenship ◽  
Authentic Learning ◽  
Research Data ◽  
Community Groups ◽  
Global Citizen ◽  
Social Pedagogy ◽  
The Social ◽  
Global Problems ◽  
The University

This article will propose a more authentic learning environment for students of the social sciences, one that is not only learner-centred but community-centred. Drawing on the principles of social pedagogy, cultural-based learning, place-based learning and co-production, this article advocates engaging community groups as co-producers in the generation of knowledge, enhancing learning within – and beyond – the university. By not using the community simply as a source of research data or placement opportunities, the curriculum is more likely to produce reflexive graduates better equipped to engage with complex global problems, enhancing their global citizenship and that of the wider community.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

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