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Global Citizenship and Global Universities. The Age of Global Interdependence and Cosmopolitanism
Abstract
This article focuses on the role of global universities and globalisations in an age of global interdependence and cosmopolitanism. Competing agendas that result from actions and reactions to multiple globalisations are considered in relation to global citizenship education. These agendas are crucial in understanding dilemmas of the local and the global in relation to education. Key emerging agendas are highlighted, including those of the hyperglobalisers, skeptics and transformationists. Three themes are central for this conversation, namely a) how multiple globalisations are impacting global life and academics, b) how networks have become privileged sites for global education, and c) the implications of globalisation and networks for global citizenship and global universities.
... Desde inicios del siglo XXI, las políticas de acreditación de la educación se han constituido como un instrumento clave para el aseguramiento de la calidad y equidad de la educación superior (Barnett 2021a(Barnett y 2021bDill 2014;Kulz 2017;OECD 2017;Torres 2015), planteando un nuevo vínculo entre las dinámicas de gobernanza, calidad académica e inequidad (Miñana y Arango 2011). En Chile, se ha agregado además la discusión por la diferenciación en las condiciones y calidad en el acceso a un sistema universitario en expansión (OECD 2009(OECD , 2013. ...
... Con respecto a los determinantes de la calidad en la formación y concepciones de bienestar, se ha expresado la necesidad de develar las dimensiones de género y desigualdad incluidas en las interacciones y en la formación (Townsend et al. 2016). Ello implica un posicionamiento orientado a relativizar las dinámicas de desempeño global del sistema a partir del reconocimiento de relaciones de sexo/ género y desigualdades socioeconómicas como factores sustantivos para políticas de pertinencia, eficiencia y cobertura que generen efectos de movilidad social ascendente (Kretek et al. 2013;Torres 2015). Específicamente, el foco está en incorporar el protagonismo del relacionamiento de los agentes de acuerdo con su capacidad de contestación y reformulación a través de prácticas sociales (Levinson et al. 2009). ...
... Esto se enfatiza en el caso de la carrera de Parvularia de las instituciones masivas. Visto de este modo, siguiendo a Altmann y Ebersberger (2013) y Rowlands (2019), se observa una aprehensión singular de los criterios de sentido y de referencia a las representaciones del estudiante en clave de mujer con aptitud genérica hacia los cuidados (Shahjahan 2012;Torres 2015). Asimismo, siguiendo a Holland y Eisenhart (1990), el énfasis sociocultural en la fijación de habilidades específicas impacta y (re)produce un esquema hegemónico que propende a una división sexual del trabajo pedagógico y de estatus a partir de las concepciones formativas y de identidades (Levinson et al. 2009). ...
The article explores the relationship between gender, intersectionality, and student enrolment in initial teacher education programs at Chilean universities. The methodology used was qualitative and descriptive, and involved the generation of a representative structural sampling and instrumental case study, comparing roles in the undergraduate teaching programs of three universities differentiated as mass state, mass private, and elite institutions. Between 2019 and 2021, we compiled data from 28 semi-structured interviews. The information was triangulated and analyzed following grounded theory principles on the basis of axial analysis, with intersectionality as a central category, constituted by students’ sex/gender representations, social origins, reproductive roles, productive roles, and the perspectives adopted towards their degree program. The results of our research show the influence of meanings that articulate the experiences of intersectionality in terms of access to teacher training programs and the training they provide. These meanings are shaped by unequal educational trajectories that create student representations associated with productive and caregiving roles, as well as an experience centered around the construction of differentiated discourses of vulnerability in relation to teacher training.
... Finally, PN are anti-globalist (Steger 2019), sceptical of globalization (Torres 2015) that is believed to have a negative impact on the nation. The current era of globalization is characterized by dynamic, uneven and contradictory processes of cross-border movements of capital, people, goods, services, ideas, networks, information, technologies and crises, which create interdependency on a scale and rate unprecedented in human history. ...
... A conventional thesis on the origins of anti-globalism in PN might highlight the opinion that attacks by far-right parties on global institutions, elites and global citizenship resonate with the economic losers of neo-liberal globalization. However, we posit that the underlying causes of anti-globalism spring from, not only economic globalization, but a plurality of globalization(s) (Mudde 2017;Torres 2015), a complex set of economic, cultural, demographic, political and technological global processes. The relationship between PN, globalization and globality is not unanimously anti-global or always isolationist, but contains tensions, contradictions as well as alignments. ...
... For example, populist nationalists may be critical of economic inequities caused by neoliberal policies, perceived threats to cultural status brought about by demographic changes (particularly from migration) and growing multiculturalism, and the influence of global institutions on states. Yet, populist nationalists may also be seen as a neoconservative form of global transformationalists (Torres 2015), promoting a globalization with a far-right global imaginary. For instance, populist nationalists benefit and support global processes such as the growing transnational networks of right-wing movements (Miller-Idris 2019), global capitalism that align with nationalistic policies, and the globalization of information technology as well as global news channels and social media networks. ...
The global resurgence of populist nationalism (PN) is grounded in divisive identity politics, affirms commitments to oppressive systems and provokes a crisis of citizenship. With universities being a significant battleground of this contention, the anti-globalist fervour towards xenophobia and against global ideologies and institutions has significant implications for critical possibilities of global citizenship education (GCE). However, research on how institutions are responding to PN, and how critical GCE programmes and pedagogies can disrupt exclusionary, violent forms of nationalism are limited. This study uses critical discourse analysis of 30 GCE programmes and asks: to what extent are discourses within university GCE programmes oriented to promote the disruption of the resurgence of PN? Findings indicate that most GCE programmatic discourses are not well oriented to promote the disruption of PN. Therefore, the article offers possible questions to consider when centring the disruption of PN in transformative models of GCE.
... One area of interest for scholars is global citizenship, where there is an agreement that higher education institutions (hereafter HEIs) should play a role in developing students for inclusion in a global society (e.g. Rhoads, 1998;Caruana, 2010;Rhoads & Szelenyi, 2011;Torres, 2015). Recent research suggests that HEIs are 'rhetorically at least' explicit in their aims to connect their institutions to a global environment and attempt to present a wider view of citizenship beyond that of local/national (Rhoads & Szlelenyi, 2011:22), particularly via websites (Saarinen & Nikula, 2013;Author, 2017). ...
... This power balance should be addressed when analysing the use of English, particularly in its role as a "gatekeeper to positions of prestige" (Pennycook, 1994:18) in a global society. Considering this, Torres (2015) believes that contextual influences, notably the pursuit of English in Asian society, may result in "contradictory cultural effects" (p.269) and global citizenship in these contexts could equate to westernisation. Rhoads & Szelenyi (2011) highlight contextual influences, such as post-communism in Hungary and neoliberalism in Argentina, in their study on how global citizenship is enacted in four specific sites. ...
... While theories of global citizenship attempt to reconcile local and global identities (Rhoads & Selenyi, 2011;Torres, 2015), my findings indicate that, for most students, the two are somewhat incompatible. What is also apparent from my findings was that students conceptualised English as the language of an 'out-group', which affected their identity construction. ...
Despite scholars' attempts to define and conceptualise global citizenship, the literature tends to ignore the role of English as the global lingua franca. In this paper, the author argues that ignoring English as the global lingua franca is a gross oversight, particularly in internationalised higher education where global citizenship is often presented as an aspiration for students. Websites of two South Korean universities were analysed regarding how the respective institutions intend to develop global citizens. Twenty students enrolled in the universities participated in interviews regarding their conceptualizations of global citizenship and how they frame their relationship with global and Korean identities. The findings reveal that global citizenship is generally conceived in terms of English with a strong adherence to fluency norms and in opposition to Korean identity. This influences how the students position themselves in relation to a global community and affects their conception of national identities. The paper ends with both theoretical and practical recommendations regarding the role of English in global citizenship.
... As defined by Marginson and Rhoades (2002), globalization is "the development of increasingly integrated systems and relationships beyond the nation" (p.288). Globalization is not a new concept; it is a complex phenomenon transforming educational policy, practice and strategic plans (Torres, 2015). Higher education is a significant agent of globalization that not only develops technological innovations but also is a primary consumer subject to the limitations of technological innovations (Välimaa & Hoffman, 2008). ...
... Accordingly, a structurally aligned quality assurance framework should have internationalization indicators threaded throughout the corpus of components, including learner support systems, human resources, research and scholarship, infrastructure, community and outreach, work-based learning, and performance evaluation. Perhaps this suggests that not all stakeholders' perspectives are integrated or represented in the creation of these frameworks, which may pose challenges for institutions aiming to evolve into an open, internationally networked university (Agre, 2000;Standaert, 2012;de Wit, 2010) ingrained across political, economic and academic sectors to support lifelong learning (Hedge & Hayward, 2004), 21st-century competencies (Voogt et al., 2013) and global citizenship (Torres, 2015) in accordance to the implementation of Sustainable Development Goal 4 (UNESCO, 2015). ...
Due to the forces of globalization, higher education institutions have increased their participation in international partnerships and the flow of academic services and resources across borders. This international academic mobility is known as internationalization, and transnational distance education is an example of an innovative internationalization strategy. Despite the exponential growth and the projected acceleration of transnational distance education enrollment, there is a dearth of knowledge in the measurement and practice of international quality dimensions and learning outcome indicators to support internationalization efforts for transnational distance education. This research utilized content analysis to organize networks of concepts and capture quality indicators from five internationally accepted frameworks to establish a quality dimension typology. Based on preliminary findings, 27 internationalization indicators were identified to support transnational distance education internationalization efforts. Findings support a need for more holistic quality frameworks with greater attention to internationalization quality dimensions to guide successful outcomes across borders.
... Higher education with its historically long-standing traditions of international student mobility has alongside international organizations played a leading role in the formation of what today is a global market of education (Shields, 2013;Torres, 2015;Verger, Lubienski, Steiner-Khamsi 2016). This development is currently characterized by league tables, rankings (Hazelkorn, 2018) and ever accelerating competition, in the face of which higher education systems of peripheral countries-even where long standing traditions in higher education exist-struggle to survive (see e.g., Brajdić Vuković et al., 2020). ...
... Indeed, a host of scholars, who cannot all be listed here, have provided well-founded arguments and good reasoning for describing the various ways in which the global implementation of neoliberal policies in higher education has impacted higher education in negative ways. For example, by increasing inequity in higher education, by decreasing funding to basic research and by adding pressure on scholars in arbitrary or market directed ways that raise concerns regarding the quality and integrity of research (Brajdić Vuković et al., 2020;Giroux, 2011;Torres, 2015). Whereas the Carolingian palace school model outlined the higher education curricula in early European universities; a comparable power structure influencing higher education curricula today is the global influence of the neoliberal agenda (Gyamera & Burke, 2018;Schugurensky, 2013;Torres, 2009). ...
This chapter addresses three roles that universities have performed throughout history: (1) serve the interests of the state, (2) contribute to emancipation and social change, and (3) participate in the global education market. The status of global higher education development is outlined in terms of international policy efforts and as reported in comparative data on higher education collected by OECD, UNESCO and the World Bank. Drawing on examples of the three roles of higher education, the discussion considers questions that pertain to the quality of higher education and its purposes in the context of professional integrity issues and ethical frameworks. The chapter concludes by arguing that growing diversity in higher education in terms of both providers and participants represents an opportunity for better understanding how higher education institutions can develop. Specifically, to better fulfill their roles in societies that face demographic, environmental, economic, social, technological and political change. Comparative education research plays an important role in contributing to the knowledge base on which universities stand to respond to the challenges of the 21 st century.
... (p. 21) Africa, as a continent, suffers from corruption, exploitation of power, unethical conduct and widening inequality gaps [8,9]. The Southern African Development Community (SADC), created with the idea to foster regional integration of the 14 member states (Angola, Botswana, Congo (DR) Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Zambia and Zimbabwe) further struggles to forge gender equality, women's economic empowerment, economic rights and growth, and financial security in the region [10,11]. ...
... These aspects of GCE are applied covertly and overtly in the acquisition of knowledge and skills in higher education Institutions (HEIs). In fact, there is an expectation that HEIs will embed GCE within the curricula as the intention is to contribute towards and engage in the social good of society [10,15,20,21] thus ensuring social responsibility, social responsiveness, and civic responsibility. Owing to the COVID-19 pandemic, the intended progress towards achieving the Sustainable Development Goals (SDGs) was threatened, particularly for education and higher education in Africa [22]. ...
The coronavirus (COVID-19) pandemic struck globally and has affected higher education institutions (HEIs) and their operations, indirectly impacting the progress of the Sustainable Development Goal 4 achieved thus far. This article addresses HEIs achievements and challenges experienced in the wake of the pandemic. Online news media reports played a facilitative role in providing information to the HEI communities. A rapid review exploring online news media messages relating to higher education at the onset of the COVID-19 pandemic in Africa was utilised. Narrative synthesis was used to analyse the data. The results highlight HEIs achievements, which aim to ensure that all students receive the same level of education and provision in terms of devices and mental health support. However, challenges were also experienced at HEIs and include students feeling uncertainty and fear regarding completing their education. Furthermore, the results also show that not all students received the same level of education due to contextual factors, thus deepening the existing social disparities in Africa. The pandemic provides an opportunity for HEIs to embed the components of global citizenship education into the curriculum and to work in an innovative way to promote Sustainable Development Goal 4.
... La ciudadanía, entendida en relación con una comunidad e identificada con un lugar (el Estado-Nación), ha sido permeada de manera significativa por la globalización y la posmodernidad. Por lo tanto, su formación debe ser revisada con la misma lógica, lo que nos lleva a plantearnos la noción de ECG (Andreotti, 2006;Davies, 2006;Shultz, 2007;Torres, 2015;Veugelers, 2010;Zahabioun et al., 2013). El concepto de "ECG" provoca una serie de preguntas acerca del significado de la "ciudadanía", de la "globalización", del papel de la educación en una sociedad global y del sistema político global (Rodrik, 2011), entre otras. ...
... Por lo tanto, un modelo para entender la ECG debe considerar esta diversidad de contribuciones. En este sentido, la enseñanza de las ciencias sociales y la ECG, en el actual contexto social, político y educativo, se convierte en un campo en disputa, que precisa de un marco integrador de estas ciencias y de los aportes que pueden realizar en la comprensión y solución de los problemas sociales globales (Pagès & Santisteban, 2014, Andreotti, 2006Davies, 2006;Shultz, 2007;Torres, 2015, Veugelers, 2010Zahabioun et al., 2013). ...
El objetivo del presente estudio fue analizar qué piensa y cómo reflexiona el futuro profesorado de Educación Secundaria (n = 61) sobre problemas y conflictos sociales controvertidos, que afectan de manera local/global la vida de las personas, y que se pueden apreciar en el tiempo, el espacio geográfico, a través de las interrelaciones sociales, etc. La investigación fue de carácter mixto. La información se obtuvo mediante un cuestionario que planteaba el análisis de un tema controvertido. El análisis de la información se hizo siguiendo los principios metodológicos del análisis de contenido cuantitativo. Los resultados muestran que el futuro profesorado no alcanza un nivel crítico de literacidad, circunstancia que subraya la necesidad de proporcionar espacios para la enseñanza y la discusión de asuntos controvertidos con alcance global.
... The globalisation process can be explained by different theories. The framework review devised by Sklair (1999), Spring (2004) and Torres (2015) presents four main approaches to help us understand globalisation. They are neoliberalism, global culture, global systems and post-colonialist interpretations. ...
... The two studies differed in their assessment of the effects of globalisation. In the findings of Bruce et al. (2019), globalisation is positively valued in people's lives, while in our study, the participants associate it with negative aspects like poverty, inequality, a concentration of wealth, exploitation, etc. (Torres 2009(Torres , 2015(Torres , 2017. ...
This article outlines how the dimensions of global citizenship education (GCE) are reflected in future secondary school teachers’ analysis of news items. The question that guided the research was: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve? The study used a mixed methodology. Content analysis was used to analyse the information, specifically the use of codes through descriptive and inferential statistics. The findings show that the majority of future secondary school teachers tend to take a socially committed perspective, while they take a critical stance or mobilise for social justice action to a lesser extent.
... Since fake news contains invalid information and negatively affects the community, its nonproliferation should be implemented appropriately. The third factor emphasizes knowledge of all rights and responsibilities to improve mutual respect (Lidén, 2016;McNaughton et al., 2022;Torres, 2015). The nine main aspects of digital citizenship skills include access, commerce, communication, literacy, ethics, law, rights and responsibilities, health, and safety. ...
p style="text-align:justify">This study aimed to determine Indonesian students’ perspectives on digital citizenship skills. Digital literacy is one of the most important needs in the community and the school environment. As educational institutions, universities are expected to integrate and develop an IT-based learning environment to help students develop digital skills. This study used social media and knowledge of rights and responsibilities in cyberspace to examine university students' digital-based skills. A descriptive method with a qualitative approach was also used to describe the perspectives of students about their rights and responsibilities. Participants included 12 students from state universities in Jakarta and Lampung. Data was collected through interviews and 90-minute focus group discussions (FGD). The results showed that the top three considerations that emphasized ethics in cyberspace were maintaining privacy, not spreading fake news, and respecting the Internet community. In this context, individuals must uphold their rights and responsibilities in the virtual world, and university students are expected to apply digital ethics appropriately.</p
... The notion of global citizenship is strongly associated with education as it enables the integration of knowledge and skills into global competencies (Smith et al. 2017). Higher Education Institutions (HEIs) imparts skills and knowledge that positions the workforce for participation and engagement in global economies as global citizens (Torres 2015). Smith et al. (2017) reported that in general, a higher level of educational attainment results in reduced tendencies to show favouritism towards one own group over another. ...
Higher Education Institutions (HEIs) equip the labour force with the necessary skills and knowledge to engage effectively as global citizens. The aim of this study was to test the Reysen and Katzarska-Miller (2013) model of global citizenship identity in the context of HEIs in the SADC region. This study approaches global citizenship from a social identity perspective in which identification as a global citizen is at the center. Identification as a global citizen is theorised to follow a Normative Environment and Global Awareness as antecedents. In turn global citizen identification (GCI) produces six prosocial outcomes. This model proposes nine domains of Global Citizenship including two antecedents, an identification as a global citizen and six prosocial outcomes. Participants included 242 students and staff from universities across seven countries participating in the UNESCO #OpenUpYourThinking Researchers Challenge. Participants completed an online version of the Global Citizenship Scale. In this study, the antecedents and outcomes of GC were all positively and significantly correlated demonstrating a linear relationship between all domains. The results provided empirical support for this model in the context of HEIs in the SADC region. GCI was significantly predicted by normative environment and global awareness. In turn, GCI significantly predicted the six prosocial outcomes. Indirect prediction effects between normative environment, global awareness and GCI significantly predicted the six prosocial outcomes.
... This has led to emerging unprecedented challenges increasing the inequalities, climate change, food shortage, pandemics, environmental degradation, and unrivaled development of technology. To cope with all of these challenges, education systems in all states should prepare learners to meet these unprecedented changes, and this adds a critical load on teachers to be pedagogically competent in addressing issues of racism, diversity, respecting others' opinion, social responsibility, and creating an effective learning environment for all students to be global citizens (Guo, 2014, Torres, 2015, UNESCO, 2013. ...
This study aimed to determine the Global Citizenship Education (GCED) awareness level of teachers of different subjects in Jordan and to investigate whether their global citizenship awareness levels varied in terms of different demographic variables. The sample comprised 4305 teachers. Data were gathered using an awareness scale and an interview. Findings revealed that teachers showed an unsatisfactory level of awareness of GCED; females were more aware of GCED. Based on the results, it is recommended that teachers’ knowledge should be fostered in teaching GCED concepts, skills, and values, and to transcend the teacher-centered approach as it doesn’t promote the outcomes of creating global citizens. Keywords: Teachers’ Awareness, Global Citizenship Education, Demographic Variables, Teacher Development. Cette étude avait pour but de déterminer le niveau de sensibilisation à l'éducation à la citoyenneté mondiale des enseignants de différentes matières en Jordanie et d'examiner si leur niveau de sensibilisation à la citoyenneté mondiale variait en fonction de différentes variables démographiques. L'échantillon comprenait 4 305 enseignants. Les données ont été recueillies à l'aide d'une échelle de sensibilisation et d'un entretien. Les résultats ont révélé que les enseignants ont montré un niveau insatisfaisant de sensibilisation à la citoyenneté mondiale ; les femmes étaient plus sensibilisées à la citoyenneté mondiale. Sur la base des résultats, il est recommandé de renforcer les connaissances des enseignants dans l'enseignement des concepts, des compétences et des valeurs de la citoyenneté mondiale, et de transcender l'approche centrée sur l'enseignant car elle ne favorise pas la création de citoyens du monde. Mots clés : Sensibilisation des enseignants, éducation à la citoyenneté mondiale, variables démographiques, développement des enseignants.
... 4). Universities are spaces that can allow for addressing complex social issues through the practice of global citizenship education (GCE) (Bosio 2021;Schugurensky and Wolhuter 2020;Torres 2015). While GCE has multiple definitions, as conceptualized by UNESCO one aim for GCE is to support gender equality 'through the development of knowledge, skills, values and attitudes that promote the equal value of women and men, engender respect and enable young people to critically question gendered roles and expectations' (UNESCO 2015: 16). ...
Global citizenship education (GCE) as a global social justice practice centres on a pedagogy that is responsive to the needs of learners and provides for the reimagining of an educator’s role, and the learner/educator relationship. While the literature on GCE emerged from a western perspective and tended to ignore gender, through gendered GCE, the intersectionality of race, ethnicity, social class and gender reveals the complexity of the influence of these factors and a need for action. This article presents critical pedagogy (CP) as an approach for learner-centred education that activates a GCE process for learners to be co-designers of their learning experience. The defining principles of CP, along with the qualities of an educator within a critical pedagogical practice will feature the tandem relationship of educator and learner. The results are an emerging process of dynamic self-awareness, cultivating a questioning mind and empowering praxis. Disrupting the understanding of leadership, agency and power allows for the emergence of an empowering approach to one’s identity as a leader and social change agent. This provides a new perspective for positioning women’s leadership and power within GCE. This case study reveals that when students connect to a palpable sense of agency, they become learners that know too much to revert to passive receptacles of information. New opportunities await in the development of leadership, social change and GCE when learners bear witness to lived experiences through a critical lens.
... Another priority for university education has been to develop global citizens, students who treat themselves and others with respect, humility and inclusion, moving towards human empowerment (Torres, 2015). However, the aim is complex to achieve and arguably begins with viewing the University itself as a socioecological system rather than as a set of individuals. ...
University students are at higher risk than the general population of becoming mentally unwell. Dominant risk factors are to do with relationships, work load, the university environment and approaches to learning and teaching. Over recent decades higher education has been increasingly influenced by rules of commodification, however less commercially driven foci relating to wellbeing and mental health are increasingly being prioritised in higher education. This paper describes the development of a multifaceted logic model that can be adapted to university contexts to support wellbeing and creative approaches to learning. A socioecological approach refers to considering the group as a microsystem representative of larger systems and integrating emotionally focused and creative learning experiences that enhance subject relevant content. We implemented and evaluated a series of workshops to improve psychological safety and learning experience. We used a logic model design as an evaluation framework to map the inputs, activities, outputs, and outcomes. The pre and post outcome measure of psychological safety demonstrated significant change, where students could be more open and explorative in their learning experience. We also used a survey evaluation that demonstrated students found the project acceptable, delivered to a high standard, and that the content was relevant to their subject area. Given that the changing culture and ethos of a University can have a major influence on the wellbeing of the students, a flexible programme design as mapped through a logic model, provided us with a framework for introducing and evaluating a complex model for improving learning and wellbeing.
... Attention should be put also in the directions through which globalization happens, from top-down (framed by neoliberalism and appealing to the opening of financial-related frontiers) to bottom-up (through pro-representational social movements) processes, involving cultural hybridism and the intersection of information, knowledge, and networks (Torres, 2015). ...
This article is aimed at addressing concepts, approaches and challenges that are both very characteristic of the era we are living in and that would also greatly benefit from being more and better integrated into our learning systems (both in the formal and non-formal educational systems and lifelong learning). Those issues and themes have emerged from, or have been exacerbated by, socio-economic systems in place since the middle of the 20th century, promoting amongst other things, a consumption society based on a linear over-exploitation of natural resources, the globalization of exchanges, a rapid urbanization process and not-always-harmonious mixes of cultures and communities. The COVID-19 pandemic seems to have culminated in triggering reflections on what matters most and, conversely, on what makes our world so un-sustainable and non-resilient. From these, a new momentum has been generated on reviewing where our efforts on teaching and learning about ‘sustainability’ got us to. Our focus here is on new approaches to education for sustainability at global, community and personal levels, as well as at levels that connect those. From linking the local to the global through ‘global citizenship,’ to experiential learning generated through practical projects such as urban agriculture, to an emotional involvement into understanding sustainability issues through art forms, we re-visit sustainability through the eyes of the learners, questioning the boundaries of the ‘sustainability educational project’ beyond the ones which, for (too) long, have paralleled those of neo-liberal reforms.
... (Vereza, 1998) The spread of English as lingua franca involves actors that are powerful historical, cultural and social institutions that push it particularly in its role as a "gatekeeper to positions of prestige" (Pennycook, 1994) in a globalized society. Torres (2015) believes that such contextual influences, notably the pursuit of English, results in "contradictory cultural effects" and that global citizenship in these contexts could equate to westernization. The power (im)balances should be addressed when analyzing English or its cultural effects. ...
... (Vereza, 1998) The spread of English as lingua franca involves actors that are powerful historical, cultural and social institutions that push it particularly in its role as a "gatekeeper to positions of prestige" (Pennycook, 1994) in a globalized society. Torres (2015) believes that such contextual influences, notably the pursuit of English, results in "contradictory cultural effects" and that global citizenship in these contexts could equate to westernization. The power (im)balances should be addressed when analyzing English or its cultural effects. ...
** OPEN ACCESS - https://www.taylorfrancis.com/books/oa-edit/10.4324/9781003183839/global-citizenship-foreign-language-education-christiane-lütge-thorsten-merse-petra-rauschert ** In light of increasing globalization, this collection makes the case for global citizenship education as a way forward for transforming foreign language learning and teaching to better address current and future global challenges in times of unprecedented change.
The volume maps a multi-dimensional approach within foreign language pedagogy to take up the challenge of "educating the global citizen". Drawing on sociocultural, pedagogical, cosmopolitan, digital and civic-minded perspectives, the book explores the challenges in constructing epistemological frameworks in increasingly global environments, the need for developing context-sensitive educational practices, the potential of linking up with work from related disciplines, and the impact of these considerations on different educational settings. The collection reflects an international range of voices, attuned to global and local nuances, to offer a holistic compilation of conceptual innovations to showcase the relevance of global citizenship issues in foreign language education and encourage future research.
This book will be of interest to scholars in intercultural education, foreign language education, and language teaching, as well as policymakers and foreign language teachers.
... (Vereza, 1998) The spread of English as lingua franca involves actors that are powerful historical, cultural and social institutions that push it particularly in its role as a "gatekeeper to positions of prestige" (Pennycook, 1994) in a globalized society. Torres (2015) believes that such contextual influences, notably the pursuit of English, results in "contradictory cultural effects" and that global citizenship in these contexts could equate to westernization. The power (im)balances should be addressed when analyzing English or its cultural effects. ...
This chapter will explore the contested terrain of global citizenship and its education (GC/E) through (and between) ecopedagogical (critical environmental pedagogies reinvented through the work of Paulo Freire), feminist, and linguistic lenses. Coinciding with the problematic histories of citizen versus non-citizen, globalizations (from above and from below), and coloniality, GC/E can be empowering or oppressive, inclusionary or exclusionary, and planetarily sustainable or unsustainable.
We explore what GC/E in “hard spaces” looks like at one intersection at which we work: that of environmental injustice (G. W. Misiaszek, 2018; Syed & Misiaszek, 2019), deplanetarizing epistemologies of the North (G. W. Misiaszek, 2020), patriarchy, and heteronormativity. Hard spaces are “contexts that have been defined by multiple outside international actors and perhaps internally as well, as facing unique challenges to conducting GCE work”; as well as geographic, they may also be thematic (L. I. Misiaszek, 2020a; 2020b, p. 2). We then examine the role of language within these interdisciplinary social justice projects, particularly considering the nexus of the humanities and the social sciences (L. I. Misiaszek, 2015, 2019).
After this deconstructing analysis we will discuss possibilities, needs, and challenges to contextually “soften” such spaces for critical GC/E and education overall, ultimately considering our work’s roots in and implications for foreign language education.
... Finally, these mobility motivations can be identified as the by-products of the neoliberal market mechanisms of the globalized world. These influencing factors are the outcome of the politics associated with the neoliberal ideology of globalization (Torres, 2015) that push young students to participate glob-ally. In other words, these factors are developing under the shade of neoliberal consumerist values and motivating young Bangladeshi students towards socio-economic opportunities and power (Urry, 2002) available at home and abroad for international graduates. ...
In this globalised world, students' international mobility pursuing higher education is considered important for the future policies and practices of both host and sending countries. This chapter explores young Bangladeshi students' decisions about overseas higher education by outlining the linkage between the factors related to education and media. The chapter follows a qualitative research methodology and an inductive data analysis approach. Data were collected through semi-structured interviews from purposively recruited 18 research participants studying in two Australian universities. Findings show that media informed the research participants about global education, culture, technology, and economics. Thus, they have become interested in developing the identity of the global citizen through mobility. Drawing upon the theorisation of Bauman and Appadurai, the author illustrated the politics of neoliberal consumerist dreams and desires that the academic environment and media create among young Bangladeshi students to be physically mobile to seek higher education in Australian universities.
... Despite all the theorising and conceptualising around global citizenship (Caruana, 2012;Rhoads & Szelényi, 2011;Torres, 2015), including valid criticisms surrounding the concept (Balarin, 2011;Jooste & Heleta, 2016), there is little mention of language issues in the literature, nor, consequently, of linguistic rights. Furthermore, the spread of English globally involves powerful historical, cultural and social institutions linked to colonialism and imperialism. ...
This paper reviews how higher education should rethink the Continuous Professional Development (CPD) of their teaching staff, so that English-Medium Education (EME) is integrated in addressing issues of sustainability (solving problems that threaten humanity and the quality of life). Four focal points are selected: promoting inclusive and equitable quality education; shifting to a transdisciplinary approach; dialogic teaching and learning; and digitalising EME practices. The paper, which draws on research findings, presents an overview of the current contexts of teacher training for EME in Europe, with specific examples of available best practices. This is followed by a vision for future directions to link internationalisation of education and EME to the Sustainable Development Goals (SDGs) with a focus on educational development fit for global engagement. The current importance of training EME lecturers for teaching in English is acknowledged, but it is stressed that professional development must evolve to include emerging global teaching and learning competences. The last section is dedicated to practical recommendations for all EME community members.
... An empty signifier (Laclau, 2005) can be defined as term that means nothing in itself, but that serves as a focal point for a range of ideological foci, discourses and meanings that may be in competition with each other. For example, 'global citizenship', as an empty signifier, can be viewed as a reference to the people's acquiescence regarding the international trade agreements applied by the World Trade Organisation, the International Monetary Fund, the European Central Bank, etc., but can also be interpreted to mean citizen participation in the anti-globalisation movements that protest against those trade agreements (Torres, 2015). These demands cannot be viewed as synonymous, but instead compete for inclusion in the notion of 'global citizenship'. ...
Heritage education has been viewed as an aspect associated to the building of local and national identities, but there has been little exploration of the way it relates to Global Citizenship Education. This chapter explores this relationship in theoretical terms, through documentary review and analysis from a socio-critical perspective. One of the initial conclusions is that heritage education is associated with art history and is the work of formal and informal education institutions. Another more in-depth conclusion is that there are relationships between these two types of education that share the common thread of identity-building and participation, which ties in with recognition of the changes caused to societies through globalisation. The chapter concludes with a series of questions asking whether it is possible to conceive a global heritage or identity.
... These aspects, however, require further consideration in order to update the "classic" concept of citizenship. To this end, some scholars in the field suggest in turn a cosmopolitan or at least an "extended" definition of citizenship, one built less on state boundaries than on the exercise of human rights, participation, and inclusion as the building block of a cosmopolitan citizenship (Sassen 2009;Bellamy and Castiglione 1998;Torres 2015;Delanty 2009). As a result, this extended concept of citizenship considers different typologies of citizens' communities: urban, regional, national, international, and, increasingly, platform based. ...
Many of the defining characteristics of the urban are shifting to virtual platforms. This process imbues all dimensions of urban life, from governance to politics and participation. During the global pandemic and the lockdown in many countries, this shift has gathered speed and is changing the way we communicate and work, challenging the everyday life of our cities. As a result, we are confronted with a new topology of negotiation, participation, governance, and control in a virtual realm. With that, rights and duties of citizens are also being transformed, which creates a new dynamic that needs to be captured to ensure an alternative way to perform and enable citizenship. What we refer to as “platform urbanization” is a planetary phenomenon that needs to be investigated as a new driving force in the transformation of the urban condition and in terms of the impact it has on citizenship and the way cities are produced.
... Back to the problem of the study of how Islamic religious learning for generations who do not have the opportunity to sit in boarding schools or boarding schools but they can also obtain Islamic religious education rights which are run online under good supervision by educational institutions that are protected by the state and are also supported by the state (Zuhdi, 2006). So that the younger generation of Islam can enjoy the benefits of technology, especially educational multimedia that is ready to revolutionize Islamic boarding school learning from conventional methods to ways that are innovative, attractive, and even competitive orientations, not only local, national but global (Torres, 2015). ...
Digital technology-based learning or virtual learning is a method of learning in schools and an alternative learning method for Islamic boarding schools, including Islamic education boarding schools from house to house. Previous findings have proven the effectiveness of using a virtual learning approach for university and boarding schools. However, few people know that this virtual approach can also be used for alternative home-to-house learning for the younger generation who want to study religion. For this reason, we have carried out data collection and in-depth analysis involving a coding system and high data interpretation under a phenomenological approach that we have resulted out with very valid and reliable findings. The data we use comes from a database of technology and learning journal publications, books, and educational technology development websites, all of which have become the primary data for this study. It is hoped that this finding is a valuable input in efforts to solve the problem of learning Islamic religion from house to house apart from pesantren and Islamic schools.
... This 'classic' approach to citizenship focusing, on rights and responsibilities, has a universal claim, but it does not consider marginalised and oppressed people who are denied formal rights of citizenship. It seems necessary, then, to 'expand' the definition of citizenship to comprise human rights, participation, and inclusion (Torres 2015). ...
This article aims to define the main facets and challenges of undocumented migrants on the move in Fez city (Morocco) and their impact on neighbourhoods and on society at large. It seeks to measure the integration of sub-Saharan migrants in the host community through the metrics of their participation in economic and social activities in urban space and discusses the main hurdles impeding their integration. The data show that there is, on the one hand, a quite low degree of acceptance by the local population, which in general tolerates their presence although signs of discrimination and prejudice in certain neighbourhoods are observed. On the other hand, the sample shows that some sort of partial integration occurs through forms of micro-entrepreneurial activities and use of city services. Further, the article proposes the idea of rethinking the concept of citizenship in order to understand the new flows of migration. It shows that the concept of citizenship needs to be re-considered beyond the formal and legal dimension, in order to include informal dimensions for a more realistic rendering of the interaction between migrants and the city. Unlike Isin (2017. “Performative Citizenship.” In The Oxford Handbook of Citizenship, edited by Ayelet Shachar, Rainer Bauböck, Irene Bloemraad, and Maarten Vink, 500–523. Oxford: Oxford University Press) and others who focus mainly on acts of citizenship as political, the article reveals that migrants perform their own acts of citizenship through social interaction, in line with Ong's (2007) theory of mutations of citizenship.
... Some scholars have raised concerns about these particular and predetermined activities associated with global competence, predicated on the idea that it is at all possible to identify "global thinking and global action" as a set of behaviours and achievements of the individual learner (Bamber et al., 2018, p. 224). Others have pointed out the focused attention to competencies prioritizes individual competitiveness and strategic upward social mobility over other more collective ideals, such as global solidarity, collective social justice, and planetary citizenship (Misiaszek, 2015;Torres, 2015). The heightened ties between individual competitiveness and global competence underscore a larger neoliberal turn in education, which emphasizes the human capital gains necessary for the individual's upward social mobility. ...
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.
... Our perspective stems from first and foremost marked tensions that are associated with the politics and practices of neoliberalism (Torres 2015). However, our view is that this interacts substantially with the breakdown of traditional hierarchies, as well as social and cultural spaces traditionally dominated by elites, often white men -for example, in the majority of the northern hemisphere despite growing diversity of ethnicities within those nation states, particularly in the United States and Western Europe. ...
We propose that together Social Contract Pedagogy (SCP) and Global Citizenship Education (GCE) offer a comprehensive vision including key principles and core elements that are important for rethinking education and shaping the future of the world. We introduce the novel concept of Social Contract Pedagogy (SCP) as a means to adapt the social contract in liberal democracies which has been (conceptually) located at the level of the state, to the level of the classroom and other pedagogically relevant contexts. A key feature of this pedagogy is the negotiation of values and norms in ways that maintain cohesion and inclusion and avoids too much power in the hands of sectarian extremes (of any kind) which tend to impose their views on others, oppress and exclude. This includes using fake news, denying scientific debates and/or any extremely politicized interpretations of evidence and facts to obfuscate or deny consequences of individual and group choices and behavior, but also ‘othering’ of any kind whether from the political right or the political left. In our view, this is an essential premise for the education of democratic citizens. Citizenship education of this kind is seen as essential for the survival and growth of liberal democracies in the future.
... Global citizenship is originally one of the valuable considerations to form the university youth because they are original parts of the society, not adversaries that destroy its being (Torres, 2015;Pais & Costa, 2017). Educating university students to have the sense of the global citizenship is one of the controversial topics in the field of the modern education. ...
... An empty signifier (Laclau, 2005) can be defined as term that means nothing in itself, but that serves as a focal point for a range of ideological foci, discourses and meanings that may be in competition with each other. For example, 'global citizenship', as an empty signifier, can be viewed as a reference to the people's acquiescence regarding the international trade agreements applied by the World Trade Organisation, the International Monetary Fund, the European Central Bank, etc., but can also be interpreted to mean citizen participation in the anti-globalisation movements that protest against those trade agreements (Torres, 2015). These demands cannot be viewed as synonymous, but instead compete for inclusion in the notion of 'global citizenship'. ...
Heritage education has been viewed as an aspect associated to the building of local and national identities, but there has been little exploration of the way it relates to Global Citizenship Education. This chapter explores this relationship in theoretical terms, through documentary review and analysis from a socio-critical perspective. One of the initial conclusions is that heritage education is associated with art history and is the work of formal and informal education institutions. Another more in-depth conclusion is that there are relationships between these two types of education that share the common thread
of identity-building and participation, which ties in with recognition of the changes caused to societies through globalisation. The chapter concludes with a series of questions asking whether it is possible to conceive a global heritage or identity.
... This requires that education strategy start modeling the kind of society in which participation (as enabler of democratic conditions) is encouraged by providing all with opportunities to take responsibility, build awareness and exercise choice; the second is that the development of capability for citizenship should be fostered in ways that aim to reduce social vulnerability by motivating and equipping people (in particular the young) to be active and responsible members of their communities, at local, national and global levels. Such results are coherent with the statement that citizenship education is one of the most important emerging topics in the educational field and theories (see UNESCO, 2015;Torres, 2015), since actually educating for citizenship is not an option for policy and decision makers, but seems to be the only way to avoid social and political exclusion, and hence to prevent harsh social conflicts. In other words, since citizenship is constitutive of rights and responsibility and since "who can exercise and claim these rights is itself contestable, citizenship is practiced not only by exercising these rights but also by claiming them" (Isin, 2017b, p. 501). ...
For the most part, the concept of the “national university” possess significant overlaps with the public/state, civic, and flagship university. Toward enriching the conceptual toolkit of higher education, this study explores what has been meant by a 'national university' and how could we identify such an organization empirically. Through a thematic analysis of a digital corpus in English, the study identifies four substantive themes that characterize the national university as it was articulated during the formative period of the nation-state. The core themes of such a concept include functioning as a tool for state development in terms of human capital, cultural identity, and social networks; serving as a nation’s most advanced learning institution; providing meritocratic higher education without discrimination and in consideration of subnational divisions; and possessing a definite link with the central government. Comparing these findings with closely related organizational models in higher education, a key difference of the national university is in its role in articulating a national identity through providing advanced education that is particularly inclusive of subnational divisions. The paper further forwards two contrasting empirical approaches to the national university: a historical–legal de jure approach and a sociocultural de facto approach.
Global meaning-making is premised on the view that all reading involves socio-political-cultural contemplations, critical analyses, and advocacy. Global meaning-making emanates from socio-cultural views of literacy and learning, positing that meaning-makers employ their socio-linguistic, cultural, epistemological and political repertoires in their transactions with people, issues, and events. Global meaning-making has antecedents in critical theory—especially decolonization and liberatory pedagogy—as well as to historic and recent discussions of cosmopolitanism. The approach is closely aligned with ecological tenets, ethical cultural engagements, and democratic decision-making—those bottom-up and horizontal negotiations seeking to advance pluralism and challenge hegemonies that perpetuate exclusion.
Este artículo parte del argumento, la democracia liberal está en crisis. Partiendo de un análisis sistemático de la literatura, se identifican modelos alternativos que podrían remplazar este tipo de democracia hasta ahora hegemónico. A continuación, se hace una propuesta para una educación política alineada con la democracia radical que plantean Ernesto Laclau y Chantal Mouffe. Se entiende que el objetivo de la educación democrática radical y política debe facilitar que el alumnado pueda abrir, expandir y cambiar el proyecto democrático. Para ello, se propone tres pedagogías: pedagogías para la diferencia, para la articulación y para la equivalencia que, desde este punto de vista, pueden contribuir a este objetivo. Se termina el artículo presentando ejemplos de cómo estas pedagogías se podrían llevar a la práctica basados en las investigaciones cualitativas recientes de la autora Edda Sant.
This chapter introduces discussions around global citizenship education to consider the possibilities and limitations of pedagogies of difference and of articulation. Drawing upon two different empirical studies, the chapter first considers different fantasies associated with global citizenship and how these fantasies might interfere teachers’ expectations. The chapter then makes a case for pedagogies of articulation as a way to offer opportunities to find and manifest different subjectivities.
As societies face unprecedented challenges that are global in scope, educational policy makers emphasize the importance of fostering active citizens capable of resolving complex global issues. In this paper, we explore how Global Citizenship Education (GCE) frameworks could open up new understanding of cultural and ecological relationships. Furthermore, we argue that while dominant approaches to multicultural education are well-intentioned, they are often limited to essentialist visions of cultures and therefore fail to develop a critical understanding of inequality and power relations. To address this question, we first examine the different conceptualizations of GCE and the role of international organizations in the increasing attention given to the concept of global citizenship. Second, we discuss the current crisis of multiculturalism and multicultural education. Third, we consider different theoretical frameworks for GCE. Finally, we conclude by arguing that GCE may represent an opportunity to overcome the crisis of multiculturalism, unifying students around a set of democratic values while valuing multiple identities and cultural diversity, deepening knowledge about the root causes of global issues and promoting a fairer and more just global society. GCE may indeed provide a framework to carefully balance universalism and diversity in multicultural societies and tie values of diversity with overarching values of unity, justice and equality.
Traditional schooling seems ill equipped to handle the political and social challenges that have recently arisen worldwide. Acquiring the capacity to be a politically, socially, culturally, and economically active member of society is a fundamental component of any citizenship education and will be influenced by the dynamic nature of societal change. This article describes the potential of (global) citizenship education, focusing on its positive effects in complex urban settings. It starts with a more general approach and then highlights the specificities associated with Brazil’s and Rio de Janeiro’s educational system.
In this chapter we compare ‘hard news’ reports of crimesCrime reporting and accidents occurring in Brunei Darussalam as reported in two local newspapersNewspapers, the English language Borneo BulletinBorneo Bulletin (BB) and the Malay languageMalay languageMedia PermataMedia Permata (MP). This study is motivated by a desire to investigate the extent to which SapirSapir, Edwardand Whorf’sWhorf, Benjamin Lee theories of cultural and linguistic relativismLinguistic relativism, which state that one’s worldview might depend on features of one’s language, are applicable to an analysis of newspaperNewspapers texts reporting crimesCrime reporting and accidents by two newspapersNewspapers using different languages.
Modernisation has led to increased mobility within and beyond nations across the world. Journeying, which is facilitated by modern modes of transportation such as cars and airplanes, increasingly necessitates a reconfiguration of the home.
Since 1950, when His Majesty Sultan Omar Ali Saifuddien III ascended to the throne, Brunei Darussalam has leapt into modernity. In the historical and cultural context of Brunei, modernity is not just about urban and infrastructure development, technological innovation and industrialisation. It is also about the redefinition of cultural identity, of the notions of the social self, collective identity, cultural mnemonics and remembrance of identity and traditions before the rise of western colonialism. Over the last decades, with the rapid pace of globalisation in a digital world and the development of a global urban culture and global cities, young artists in Brunei have been contesting a redefinition of Bruneian cultural identity through a noticeable rupture with the traditional conventions of visual expressions of culture and identity. Historically, artistic practice is one of the most significant forms of objectivisation of culture and identity as it frames their definitions through a social and epistemological approach. This paper analyses the discourses and narratives represented in art exhibitions and contemporary artistic practice such as painting, sculpture, installation, video-installations and mixed-media works intending to identify the markers of Bruneian cultural identity. Additionally, this paper examines the coexistence of institutional and community construct of cultural identity materialised in contemporary artistic practice and the narratives of contemporary art exhibitions.
This article discusses the possible effect that schools can have on students, beyond the socioeconomic factors traditionally researched by the Sociology of Education. Within this context, curriculum production can be included as a cross-cutting theme to these studies, within the scope of school effectiveness, once it interferes in the political and social construction of civic engagement of its citizens. The discussion argues the principle of Global Citizenship Education (GCE) can be taught through the school discipline of Sociology, through the concept of environmental justice. In this sense, the purpose of this article is to associate the learning of environmental justice with the increasing of civic engagement. The analysis of a sociology textbook leads to the conclusion that the curriculum of environmental justice can positively impact the increase of global citizenship and social transformation, and above all, the consolidation of a democratic culture.
This chapter scrutinizes what is the meaning of educate to citizenship and tries to scale this concept in the case of the educational system in Rio de Janeiro within the project “Urban regime and citizenship. A case study for an innovative approach.” Citizenship education is, from many years, the center of a lot of public debates in many western countries and it is also subject of lively theoretical debate that involves many researchers afferent to different disciplines. There are many different reasons that justify the actual interest in citizenship education in democratic political context. We discuss the efficiency of citizenship education, on its effective capacity to contribute in social cohesion with the education of a citizen who is able to cooperate with whom thinks differently and follows a different lifestyle. Henceforth, we debate the state of citizenship education in Rio de Janeiro’s public secondary schools and how improvements in this area could be fruitful in this context. We then present our idea for a module for citizenship education to be used as a learning tool by teachers of public schools.
In addition to its influences across economic, geopolitical, and social spheres, globalization has given rise to the notion of a ‘global citizen’ who is able to understand a shifting and more internationalized world while moving fluidly through it. Education has been trumpeted as the means to achieve this globally-aware citizenry, leading to an entire field of global citizenship education (GCE). Here teachers are the linchpin, yet understandings of globally-focused coursework in teacher education remain underdeveloped. This paper explores the ‘global’ within core courses in initial teacher education in Australia and interrogates the kinds of ‘citizens’ to be cultivated. We begin in our pilot study by canvassing university courses across Australian Group of Eight universities, and locating more global aspects of the courses, where available. Based on initial findings, we offer a dual-axis conceptual framework for guiding an ‘alternative future’ for GCE within teacher education. We then use the framework in a focused coding of one teacher education syllabus as an exemplar of its potential utility for examining the ways in which future teachers are encouraged, or not, to engage with broader geopolitical, sociocultural, and economic forces of globalization in the PreK-12 schools in which they will eventually teach.
The purpose of our article is to investigate and report on a document analysis study of social studies education in Argentina. In particular, our focus is on the progression of citizenship education and the inclusion of global perspectives in social studies education within Argentina’s elementary schools. Like many other countries in the world, Argentina has followed a growing trend to include global perspectives in their national curricula. We investigate the contours of what this entails for Argentina’s elementary schools. We begin the article by situating our purpose in the larger field of global citizenship education. Next, we review the literature and describe Argentina’s socio-historical context and report on how that context informs Argentina’s education system. We then move to the study’s methodology, which is grounded in the following research questions: (1) How is social studies organized in Argentina and how has the purpose of social studies evolved over time? (2) To what degree, if any, are global perspectives represented in Argentina’s elementary social studies curricula? To address these questions, we employ document analysis research design (Bowen, 2009). In this analysis, we review Argentina’s education policy documents and social studies curricular documents. We follow Fereday and Muir-Cochrane’s (2006) three-prong approach for data analysis of documents. We share the findings of the research based on the aforementioned questions. We conclude the article with a discussion of how environmental awareness, human rights, and global competencies are included in the initiative to increase global citizenship education within Argentina’s social studies curricula.
This chapter concentrates on examining the literature on comprehensive global competence for individual in contemporary China. The idea of comprehensive global competence for individual includes both students and faculty members in various higher education institutions. It was mainly organized into six sections, providing a comprehensive literature review of global education, illustrating Chinese global education, offering summaries and remarks on global competency, examining the proposed conceptual definition, providing a theoretical framework of global competency, and describing the methodological dimensions of global competency.
This chapter involves investigating the methodological model of constructing comprehensive global competence at the individual level. Along with the previous chapter focusing on conceptualizing theoretical model, it concentrates on exploring critiquing current assessments of global competence and proposing a set of dimensions corresponding to the conceptual framework for assessing global competency. Along with the critiques on current assessments and proposed methodological dimensions of global competency, the similarities and differences of dimensions of global competency, structural relations among global competency, and implications regarding the proposed measure are examined to clarify, enrich, and shape this methodological approach to measuring global competency.
Michael Wallerstein was a leader in developing a rigorous comparative political economy approach to understanding substantive issues of inequality, redistribution, and wage-determination. His early death from cancer left both a hole in the profession and a legacy that will surely provide the foundation for research on these topics. This volume collects his most important and influential contributions, organized by topic, with each topic preceded by an editorial introduction that provides overview and context.
This volume by noted critical education scholar Carlos Alberto Torres takes up the question of how structural changes in schooling and the growing impacts of neoliberalism and globalization affect social change, national development, and democratic educational systems throughout the world. The first section of the book offers analytical avenues to understand and criticize the practices and policies of neoliberal states, both domestically and internationally. More than a mere lament of the state of educational policy, however, Torres also documents the critiques and alternatives developed by social movements against neoliberal governments and policies. Ultimately, his work urges readers to engage in the struggle to resist the oppressive forces of neoliberal globalization, and proactively and deliberately act in informed ways to create a better world.
Because higher education serves both public and private interests, the way it is conceived and financed is contested politically, appearing in different forms in different societies. What is public and private in education is a political-social construct, subject to various political forces, primarily interpreted through the prism of the state. Mediated through the state, this construct can change over time as the economic and social context of higher education changes. In this paper, we analyze through the state's financing of higher education how it changes as a public/private good and the forces that impinge on states to influence such changes. To illustrate our arguments, we discuss trends in higher education financing in the BRIC countries-Brazil, Russia, India, and China. We show that in addition to increased privatization of higher education financing, BRIC states are increasingly differentiating the financing of elite and non-elite institutions.
Reading neoliberalism in a Gramscian key, this article argues that neoliberalism is not merely an ideological agenda but a new civilization design, what Gramsci termed a new historical bloc. Using the concept of new common sense as an analytical framework, the article offers 16 theses exploring different areas of education and policy impacted by neoliberalism.
L'education contemporaine est souvent aux prises avec les questions de citoyennete, de relations entre education et democratie et les problemes de multi-culturalisme. Dans cet article, l'auteur passe en revue certains des problemes qui se presentent dans la demarche d'attenuation des tensions entre les theories de la citoyennete, de la democratie et du multiculturalisme dans le contexte des societes capitalistes et essaie de definir les omissions et oublis dans le debat. Dans la derniere partie, il s'interroge sur les aspects de la constitution d'une citoyennete multi-culturelle.
Spanning an extraordinary 30-year career, this book collects seminal essays by critical theorist Carlos Alberto Torres. Torres is among the foremost scholars devoted to interpreting the work of Paulo Freire and has done much over the years to raise the visibility of Freire's contribution to educational theory. In addition, he has helped to establish the discipline of the political sociology of education. His work on Latin American education has made substantial contributions to the fields of comparative and international education. All of the strands of his thinking, along with his commitment to employing scholarship for social change, are evident in this important collection. These valuable essays: (1) Present a comprehensive introduction, in one volume, to Torres' contributions to sociology of education, multiculturalism, and Freirian theory; (2) Offer a timely discussion of questions of power, influence, and authority to explain key decision making and educational planning; and (3) Demonstrate the ongoing necessity for scholarship as a political act in education reform around the globe.
Neoliberalism has utterly failed as a viable model of economic development, yet the politics of culture associated with neoliberalism is still in force, becoming the new common sense shaping the role of government and education. This ‘common sense’ has become an ideology playing a major role in constructing hegemony as moral and intellectual leadership in contemporary societies. Neoliberal globalisation, predicated on the dominance of the market over the state and on deregulatory models of governance, has deeply affected the university in the context of ‘academic capitalism’. The resulting reforms, rationalised as advancing international competitiveness, have affected public universities in four primary areas: efficiency and accountability, accreditation and universalisation, international competitiveness and privatisation. There is also growing resistance to globalisation as top-down-imposed reforms reflected in the public debates about schooling reform, curriculum and instruction, teacher training and school governance. Many question whether neoliberal reforms attempt to limit the effectiveness of universities as sites of contestation of the national and global order and thus undermine the broader goals of education. Neoliberal reforms have limited access and opportunity along class and racial lines, including limiting access to higher education through the imposition of higher tuition and reduced government support to institutions and individuals.
A recent literature has constructed top income shares time series over the long run for more than twenty countries using income tax statistics. Top incomes represent a small share of the population but a very significant share of total income and total taxes paid. Hence, aggregate economic growth per capita and Gini inequality indexes are sensitive to excluding or including top incomes. We discuss the estimation methods and issues that arise when constructing top income share series, including income definition and comparability over time and across countries, tax avoidance, and tax evasion. We provide a summary of the key empirical findings. Most countries experience a dramatic drop in top income shares in the first part of the twentieth century in general due to shocks to top capital incomes during the wars and depression shocks. Top income shares do not recover in the immediate postwar decades. However, over the last thirty years, top income shares have increased substantially in English speaking countries and in India and China but not in continental European countries or Japan. This increase is due in part to an unprecedented surge in top wage incomes. As a result, wage income comprises a larger fraction of top incomes than in the past. Finally, we discuss the theoretical and empirical models that have been proposed to account for the facts and the main questions that remain open. (JEL D31, D63, H26, N30)
From the Publisher:
This ambitious book is an account of the economic and social dynamics of the new age of information. Based on research in the USA, Asia, Latin America, and Europe, it aims to formulate a systematic theory of the information society which takes account of the fundamental effects of information technology on the contemporary world.
The global economy is now characterized by the almost instantaneous flow and exchange of information, capital and cultural communication. These flows order and condition both consumption and production. The networks themselves reflect and create distinctive cultures. Both they and the traffic they carry are largely outside national regulation. Our dependence on the new modes of informational flow gives enormous power to those in a position to control them to control us. The main political arena is now the media, and the media are not politically answerable.
Manuel Castells describes the accelerating pace of innovation and application. He examines the processes of globalization that have marginalized and now threaten to make redundant whole countries and peoples excluded from informational networks. He investigates the culture, institutions and organizations of the network enterprise and the concomitant transformation of work and employment. He points out that in the advanced economies production is now concentrated on an educated section of the population aged between 25 and 40: many economies can do without a third or more of their people. He suggests that the effect of this accelerating trend may be less mass unemployment than the extreme flexibilization of work and individualization of labor, and, in consequence, a highly segmented socialstructure.
The author concludes by examining the effects and implications of technological change on mass media culture ("the culture of real virtuality"), on urban life, global politics, and the nature of time and history. Written by one of the worlds leading social thinkers and researchers The Rise of the Network Society is the first of three linked investigations of contemporary global, economic, political and social change. It is a work of outstanding penetration, originality, and importance.
This volume explores the complex relationships among universities, states, and markets throughout the Americas in light of the growing influence of globalization. It offers a biting critique of neoliberal globalization and its anti-democratic elements. In seeking to challenge the hegemony of neoliberal globalization, the authors highlight the ways in which corporate capitalism, academic capitalism, and increased militarizationâboth in the form of terrorism and in the international war against terrorismâare directing societies and institutions. Throughout this volume, the contributorsâled by Noam Chomsky, Boaventura de Sousa Santos, Raymond Morrow, Sheila Slaughter, and Atilio Boronâargue that neoliberal globalization has changed the context for academic work, research and development, science, and social responsibility at universities. They examine issues of access and social mobility, and argue that the recent push toward privatization limits the democratic and emancipatory possibilities of universities. Finally, the book explores various forms of resistance and discusses globalization in terms of social movements and global human rights. Contributors: Estela Mara Bensimon Atilio Alberto Boron Andrea Brewster Noam Chomsky Ana Loureiro Jurema Ken Kempner Marcela Mollis Raymond Morrow Imanol Ordorika Gary Rhoades Robert A. Rhoads Boaventura de Sousa Santos Daniel Schugurensky Sheila Slaughter Carlos Alberto Torres
In the wake of the cataclysmic changes that have transformed the Soviet Union and Eastern European countries since 1989, what can it mean to be politically radical today? In this conceptually powerful work, the author applies his well-known and influential body of ideas about modernity to the present state and future of radical politics.
In many Western countries, rights that once belonged solely to citizens are being extended to immigrants, a trend that challenges the nature and basis of citizenship at a time when nation-states are fortifying their boundaries through restirictive border controls and expressions of nationalist ideologies. In this book, Yasemin Soysal compares the different ways European nations incorporate immigrants, how these policies evolved, and how they are influenced by international human rights discourse. Soysal focuses on postwar international migration, paying particular attention to "guestworkers." Taking an in-depth look at France, Germany, the Netherlands, Sweden, Switzerland, and the United Kingdom, she identifies three major patterns that reflect the varying emphasis particular states place on individual versus corporate groups as the basis for incorporation. She finds that the global expansion and intensification of human rights discourse puts nation-states under increasing outside pressure to extend membership rights to aliens, resulting in an increasingly blurred line between citizen and noncitizen. Finally, she suggests a possible accommodation to these shifts: specifically, a model of post-national membership that derives its legitimacy from universal personhood, rather than national belonging. This fresh approach to the study of citizenship, rights, and immigration will be invaluable to anyone involved in issues of human rights, international migration, and transnational cultural interactions, as well as to those who study the contemporary transformation of the nation-state, nationalism, and globalization.
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Change the World; Lead the World
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The Information Age: Economy, Society and Culture, ii. The Power of
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Globalization and Egalitarian Redistribution
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An emerging matrix of citizenship: complex, uneven and fluid
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