Module 1: Introduction to Global Citizenship “In order to understand global issues, a complex web of cultural and material local/global processes and contexts needs to be examined and unpacked. My argument is that if we fail to do that in global citizenship education, we may end up promoting a new ‘civilising mission’ as the slogan for a generation who take up the ‘burden’ of saving/educating/civilising the world.”
- Andreotti (2006, p. 41) Soft versus critical global citizenship education.
International Experiential Learning and Global Citizenship
As you will discover through the readings, international experiential learning is adapted from Kolb’s experiential learning module to include international or travel components (Tiessen & Huish, 2014, p. 5). In basic terms, the experiential learning module emphasizes how one learns through his/her experiences in a cyclical manner that begins with first observing, second reflecting, third understanding abstract concepts and forth testing new concepts (ibid). Combining this with travel, international experiential learning programs attempt to nurture student’s learning from their experiences abroad. These programs provide students with both an overseas experience, as well as, the tools necessary for the students to reflect, understand and build concepts, which are designed to enrich the student’s learning from their experience abroad. In the context of education, universities, colleges, and high schools are promoting international experiential learning programs as their way of cultivating graduates who are global citizens. Global citizen(ship) has become a catch-all phrase used in diverse contexts, which are at times contradictory. Anker’s article, while it does not discuss international experiential learning, examines transnational migrants to understand if greater movement across the globe increases ones cosmopolitan behaviour. Students who travel to volunteer and/or learn can also be thought of as transnationals experiencing different communities, cultures, societies, and politics. To what extent do you think travel and the ability to cross boarders contributes to one’s ability to be a global citizen? This question can be answered in numerous ways. Myers’ article is a good example of the difficulty in having a concrete definition and understanding of global citizenship. In his discussion of how students understand global citizenship, important questions are raised. Who is a global citizen? What qualifications are necessary to become a global citizen? What responsibilities does a global citizen have? Should global citizenship have legal status? These questions have been raised in all the readings.
Cameron’s chapter and Anker’s article relate global citizenship to cosmopolitanism. Both readings use understandings of cosmopolitan theory to better understand global citizenship and what it entails. This includes the responsibilities, both positive and negative, of cosmopolitanism/global citizenship. These authors’ discussions bring up important questions worthy of further discussion on the online discussion board.
Module Readings:
In Globetrotting or Global Citizenship? Perils and Potential of International Experiential Learning edited by Rebecca Tiessen and Robert Huish, 2014, University of Toronto Press.
Chapter 1 by Tiessen and Huish – “International experiential learning and global citizenship” Chapter 2 by Cameron – “Grounding experiential learning in “thick” conceptions of global citizenship” (short video of author speaking provided below)
Optional: Additional readings: You can find the PDFs for these readings through the uOttawa library database.
Anker, C (2012). Transnationalism and Cosmopolitanism: Towards Global Citizenship? Journal of International Political Theory. 6(1), 73-94. Myers, J. (2009). ‘To benefit the world by whatever means possible’: Adolescents’ constructed meanings for global citizenship. British Educational Research Journal. 36(3), 483-502.
Having read the readings and watched the video assigned, how would you describe your understanding of global citizenship? Can you ‘define’ it? Who is a global citizen? Who is not a global citizen? Are we all global citizens? Is it possible to achieve a legal status for global citizenship? Do we earn global citizenship based on what we do and do not do? Do you think true global citizenship exists?
What do you think of applying cosmopolitanism to global citizenship? How does your understanding of cosmopolitanism shape your perceptions of global citizenship?
What are your thoughts on David Jefferess’ discussion on benevolence and global citizenship? How can you relate this to Cameron’s discussion on cosmopolitanism and ‘thick’ and ‘thin’ global citizenship?
Can you be a global citizen if you never leave your national boarders? What if you advocate for First Nations Peoples in Canada? Can you be a cosmopolitan, but not a global citizen? Does fighting for social justice within Canada and locally contribute to an identity of global citizenship? Why or why not?
Take time to think through these questions. You may have come up with your own questions throughout the readings and video. Please answer one or more of these questions on the discussion board. Please also post at least one question you have from the readings. To earn your full participation marks you must answer one of the questions above and one of the questions posted by your classmates. As well, you must comment on one of your classmate’s answers to a question. In total you should have three separate discussion board posts for this module. It is highly recommended, to keep a dialogue going, that you also respond to questions and comments from your classmates who reply to your own comments and questions.
Additional articles/videos that are recommended and useful for this module: