Global Education Beyond Immersion and Regimes of Mobility

2022 ◽  
pp. 259-278
Author(s):  
Neriko Musha Doerr
Keyword(s):  
Study Abroad ◽  
Global Education ◽  
Double Standard ◽  
Global Competence ◽  
Binary Opposition ◽  
New Approaches ◽  
Immigrant Experiences ◽  
Classroom Project ◽  
Structural Arrangements

This chapter suggests new approaches to global education based on ethnographic fieldworks of students' study abroad experience and a classroom project that challenges the binary opposition of “cultures” in the notion of immersion by drawing on the multi-scalar networks framework where individuals are seen to have multiple connections to others and by replacing the notion of “global competence” with “structural competence” that sees mundane practices as symptoms of wider structural arrangements. This chapter also challenges the double standard over mobility in “regimes of mobility” and argues for connecting study abroad and minority immigrant experiences on campus and including diverse programs within the purview of global education.

scholarly journals The Diversity Conflation and Action Ruse: A Critical Discourse Analysis of the OECD’s Framework for Global Competence

2020 ◽  
Vol 49 (1) ◽  
pp. 1-18
Author(s):  
Hajar Idrissi ◽  
Laura Engel ◽  
Karen Pashby
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Global Education ◽  
International Student ◽  
Student Assessment ◽  
Critical Discourse ◽  
Global Competence ◽  
Cultural Backgrounds ◽  
International Student Assessment ◽  
Framework Document

The Organization for Economic Co-operation and Development’s (OECD) Program for International Student Assessment (PISA) 2018 includes a measure of global competence. In PISA, global competence is a cross-curricular domain that aims to measure a set of skills and attitudes that support respectful relationships with people from different cultural backgrounds and engage for peaceful and sustainable societies. This paper builds theoretically and empirically from previous research that investigates the framing and messaging of global education policy as well as the tendency to conflate local and global approaches to diversity and difference in research and practice. We critically explore the OECD’s framework of global competence in PISA 2018 by reporting on two key findings from a critical discourse analysis. We examine language use and discursive practices to consider how global competence in the OECD 2018 framework document is structured, messaged, and mediated at an international level, and to what extent it reflects critiques around individualization and conflation of multiculturalism and global citizenship. We organized findings on two major themes, namely encountering the “other” and taking action.

Academic ESP Oral Production

2017 ◽  
pp. 255-271
Author(s):  
Soraya García-Sánchez ◽  
Conchi Hernández-Guerra
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Global Education ◽  
Team Work ◽  
Global Competence ◽  
Education Students ◽  
Oral Production ◽  
International Language ◽  
Evaluation Procedures ◽  
Successful Communication

Current higher education students are frequently engaged to 24/7 interconnectedness, which should contribute towards their careful awareness of other languages and cultures at the time of receiving or communicating information. English remains the international language higher education learners and professional citizens in general need to perform to access the most competent job vacancies. This chapter is based on assessing oral production tasks that pursue to enhance speaking skills, team-work competences, and problem-solving in English for Specific Purposes (ESP) courses in the Degrees of History and Social Work. The results compare not only the oral outcomes of these two ESP groups but what evaluation procedures and assessment criteria have been considered to promote successful communication in English. Equally, this ESP content would be analysed to observe if teams succeeded in building not only local needs but also a conscious global education that is responsibly engaged with other cultures, as promoted by the global competence.

A Global Competence Approach to Teaching Development for Intercultural Education

2021 ◽  
pp. 268-287
Author(s):  
Isabel María Gómez Barreto ◽  
Raquel Segura Fernández ◽  
José Sánchez-Santamaría ◽  
Carlos Montoya Fernández
Keyword(s):  
Global Education ◽  
Theoretical Background ◽  
Intercultural Education ◽  
Global Competence ◽  
Face To Face ◽  
Educational Professionals ◽  
Practice Models ◽  
Approach To Teaching ◽  
Didactic Strategies

The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.

scholarly journals Creating an Interprofessional Education Experience Through Short-Term Study Abroad

2019 ◽  
Vol 14 (4) ◽  
pp. 315-322 ◽  
Author(s):  
Sarah A. Manspeaker ◽  
Sarah E. Wallace
Keyword(s):  
Study Abroad ◽  
Athletic Training ◽  
Interprofessional Education ◽  
Global Education ◽  
Student Interest ◽  
Short Term ◽  
Term Study ◽  
Short Term Study ◽  
International Setting ◽  
Language Pathology

Context Student interest in and national recognition for the value of global education is expanding. Opportunities for interprofessional education (IPE) are a required component of athletic training education and education of other health care professions. Objective To describe the development of a short-term study abroad IPE course in the international setting of Australia. Background While some literature is available for discipline-specific study abroad experiences, limited information is available for implementing IPE in the international setting. Description Two faculty leaders from athletic training and speech language pathology, with IPE experience, designed and conducted a 17-day immersive study abroad experience for 12 students from 7 health care professional programs (athletic training, nursing, physical therapy, physician assistant studies, premedical, occupational therapy, and speech language pathology). Clinical Advantage Students desire unique, global learning experiences but may have trouble studying abroad for full semesters due to the lockstep nature of curriculum within their professional education programs. Having students learn from, with, and about each other in an international setting may enhance their preparation for collaborative practice. Conclusions Short-term study abroad opportunities offer an alternative to satisfy student interest in global education while meeting programmatic requirements for IPE. Inclusion of faculty leaders from different disciplines fosters interprofessional learning.

scholarly journals Facets of Machismo and Maternalism in Fictional Philippine Settings

2014 ◽  
Vol 16 (1) ◽  
Author(s):  
Sherill A. Gilbas
Keyword(s):  
Short Stories ◽  
Gender Roles ◽  
Gender Role ◽  
Double Standard ◽  
Literary Analysis ◽  
Tripartite Model ◽  
Binary Opposition ◽  
Pleasure Principle ◽  
Legal Implication

 The legal implication of infidelity in Philippine law serves as an initial display of “machismo” that reflects the propensity and pervasiveness of its concept in Philippine society. As a response to society’s partiality to male’s gender role, the gender role of women called “maternalism” has surfaced. This gender role identifies itself as a manifestation of society’s concept of gender roles including double-standard machismo. This paper aims to disclose how desire  is depicted as justification to the existence of machismo and maternalism in selected Philippine short stories like “Magnificence,” “Of Fish, Flies, Dogs and Women,” “The Chieftest Mourner,” “Thirsty is the Arid Land,” and “Wedding Dance.” This paper also supports the concept of desire with pleasure principle and tripartite model of Sigmund Freud’s psychoanalysis.  The paper’s critical point focuses on how infidelity is reflected in said stories, thereby leading to understanding its concept as manifested by characters’ gender roles. This paper also employs the descriptive literary analysis anchored on Hans-Georg Gadamer’s hermeneutics. In addition, the paper also discusses the binary opposition of marriage and infidelity, faithfulness and unfaithfulness, along with its implication to the couple and the society in general. The paper identifies culture as an inherent factor in addressing the questions of gender roles in Philippine fiction.Keywords – Literature, machismo, maternalism, hermeneutics, psychoanalysis, literary analysis, gender roles, descriptive design, Philippines

Global education: using lean tools to explore new opportunities

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marvin E. Gonzalez ◽  
Gioconda Quesada ◽  
Juan Luis Martinez ◽  
Sebastian Gonzalez-Cordoba
Keyword(s):  
Study Abroad ◽  
Global Education ◽  
Quality Function Deployment ◽  
Planning Process ◽  
Primary Data ◽  
International Programs ◽  
Total Quality ◽  
Student Expectations ◽  
Content Type ◽  
Voice Of The Customer

Purpose As markets, economies and institutions are increasingly globalized, there is a growing understanding of the need to introduce intercultural learning alongside business learning. Participating in a study abroad program is potentially one of the most important experiences for any college student. Such programs provide students the opportunity to immerse themselves in different cultures and gain new perspectives. The purpose of this paper is threefold: to identify the main factors that students consider when selecting a program; to integrate quality function deployment (QFD), benchmarking and Hoshin Kanri in the analysis of student expectations and to examine the implications for research and practice. Design/methodology/approach The study was based on primary data collected from 180 students at four universities. To design an approach that helps students in the selection of a program that best satisfies their expectations, a self-designed questionnaire was used for data collection. The data were analyzed using the techniques of QFD/benchmarking. Finally, a long-term strategy is proposed based on the Hoshin Kanri theory. Findings The great variability in student expectations presents a challenge in designing a methodology of selection; however, it does help in identifying the most important student expectations. A key, balanced relationship among academic quality, having fun and cost cannot be ignored in this study because they represent the factors that are altogether influential in the decision to study abroad. In the current literature, the key variables of study abroad programs are discussed; however, most studies fail to incorporate student expectations. This paper will fill this gap by incorporating both key academic variables and the voice of the customer (student). Research limitations/implications Given the diversity of the population, the authors developed several methodologies to standardize the array of student responses to the questionnaire. Using this standardization along with several total quality management (TQM) tools allows us to simplify and categorize the different student expectations. The gathering of students’ expectations directly provided by students (voice of the customer) allows international programs to focus on the real problems and expectations that have been acknowledged, thus yielding student satisfaction with their experience, most importantly, in their field of study. Practical implications For universities, the current study identifies new means by which to improve the quality of international programs with the use of TQM tools including QFD, benchmarking and the Hoshin Kanri Planning Process with an evidence-based real case. Originality/value This paper presents a conclusive application of QFD, benchmarking and Hoshin Kanri and an analysis of how these tools can help international programs with future improvements incorporating the needs of students in their programs. To the authors’ knowledge, this is the first application of these techniques to improve the international experience for business undergraduate students.

scholarly journals When in Rome

2011 ◽  
Vol 20 (1) ◽  
pp. 155-170
Author(s):  
Anne Ellen Geller
Keyword(s):  
Study Abroad ◽  
Learning Community ◽  
Global Education ◽  
The United States ◽  
Research Community ◽  
Study Abroad Programs ◽  
Daily Lives ◽  
Writing Community ◽  
Faculty Writing ◽  
Teaching Of Writing

This article presents an essay about the St. John’s University Summer Faculty Writing Institute, which sends groups of faculty on study abroad trips to Rome to study writing and the teaching of writing. The purpose of this article is not only to discuss the importance of creating a scholarly and reflective space for faculty to build a learning community far from their daily lives on a campus in the United States, whether it’s a research community, or, in this case, a writing community, but also how faculty study abroad programs may be one of the best investments in faculty development and global education an institution can make.

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