scholarly journals An Analysis of the Perception of the Educational Needs for Improving the Quality of ‘Global Citizenship Education and Leadership’ －Focusing on Female University Students

2021 ◽  
Vol 15 (2) ◽  
pp. 201-217
Author(s):  
Kyoung A Kim ◽  
Jieun Kim ◽  
Hui-Jeong Yun
Keyword(s):  
University Students ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Educational Needs ◽  
Global Citizenship Education

scholarly journals A Study on University Students’ Perception on International Development Cooperation and Global Citizenship Education

2021 ◽  
Vol 15 (3) ◽  
pp. 195-206
Author(s):  
HaNi Kim ◽  
YoungHwan Kim ◽  
JungSun Park
Keyword(s):  
Developing Countries ◽  
Moral Responsibility ◽  
University Students ◽  
International Development ◽  
Citizenship Education ◽  
Liberal Arts ◽  
Global Citizenship ◽  
Development Cooperation ◽  
Global Citizenship Education ◽  
International Development Cooperation

This study was conducted to understand the overall perceptions of university students toward International Development Cooperation (IDC) and global citizenship education. The results, based on survey data, are as follows.First, university students agreed on the necessity of pursuing the goals of IDC and ODA projects. They reasoned that because South Koreans had benefited from foreign aid, they had a moral responsibility to contribute to the welfare of other developing countries. The students presented a high degree of agreement on the effectiveness of IDC projects in solving global problems, but they showed reluctance to the enlargement of the projects. The study revealed that the students were less aware of “2030 Sustainable Development Goals (SDGs)”Second, the study showed that undergraduates were willing to participate in IDC projects and global citizenship educations. From a macroscopic point of view, they showed an eagerness to help the poor in developing countries and be engaged in IDC projects due to their global concerns. From a microscopic view, they wanted to fulfill their sense of moral responsibility by participating in global citizenship education, which they believe might help them find a job and develop their career.Third, undergraduates recognized that universities lack proper education on IDC and need to be equipped with a more enforced educational programs. Some of the students expected to receive multifaceted and up-to-date information on IDC via liberal arts courses.

scholarly journals De-centering and Re-visioning Global Citizenship Education Abroad Programs

2010 ◽  
Vol 3 (1) ◽  
pp. 23-38 ◽  
Author(s):  
Shelane Jorgenson
Keyword(s):  
University Students ◽  
Citizenship Education ◽  
Postcolonial Theory ◽  
Global Citizenship ◽  
Educational Programs ◽  
Ethical Concern ◽  
Education Abroad ◽  
Global Citizenship Education ◽  
Post Colonial ◽  
Insight Into

This paper explores the neocolonial implications of a global citizenship education program that annually sends a group of Canadian university students to volunteer in Thailand. Postcolonial theory is utilized to deconstruct hegemonic notions of globalization, citizenship and global citizenship and explore the ways in which a group of university students challenges and perpetuates imperialist discourses and practices. While the scope of this study is limited to six interviews, the post-colonial theoretical framework provides insight into the ways that such educational programs ought to be modified in order to curtail their colonial trends. In light of these findings, I propose a shift in our 'Western' understanding and enactment of global citizenship and global citizenship educational programs towards inclusion of multiple epistemologies, an ethical concern for social justice and fostering equitable relationships, mutual exchange and reciprocity.

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