Journal of Global Citizenship & Equity Education
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Transformative Leadership and Diversity: The Need for Change Agents, Followership, and Tipping Points in Our Educational Institutions
Full text linkThis article looks at the changes in leadership, followership and team decision making that are needed to move to more equitable school environments. It briefly explores how our colonial roots are still with us today and how decisions at the post-secondary institutional level are still often made for the benefit of dominant groups at the exclusion of others. It discusses how and why transformative leadership and followership working as change agents are crucial in administrative and other role modeling positions within our educational institutions as they are able to create the dissonance and tipping points needed to make change happen. The article argues that this is key to moving forward to the equitable places that education institutions should find themselves for the inclusion of all students
Linking Global Citizenship Education and Education for Democracy through Social Justice: What can we learn from the perspectives of teacher - education candidates
Full text linkThe respective projects of education for global citizenship and education for democracy are inherently intertwined; the richness and salience of one is dependent on the expression of the other. While both of these ideals are varied and broad in definition, they are each gaining prominence in theoretical debates, in policy development, and at the school level, where the implementation of (formal) education takes place. In this article we examine the construction of meanings ascribed to global citizenship education, survey its position in the curriculum today, and connect it with education for democracy. Structured around the findings of a multi-faceted study with teacher-education candidates in education programs at an Ontario, Canada, university, this article uses data that demonstrates how education for democracy, like global citizenship education, is largely perceived in and between a binary of mainstream and critical orientations. Further, we find that central descriptors of critical perspectives have been coopted or conflated, resulting in reduced meaning. To add a practical element to this conversation, we present six proposals to develop and bolster the critical facets of education for democracy and global citizenship, including addressing the local in global, welcoming conflict in learning sites, and highlighting the primacy of equity in each approach
Preparing Teachers to Educate for 21st Century Global Citizenship: Envisioning and Enacting
Full text linkThe changing educational landscape in global context and the increasing interconnectedness and interdependence of the world place unprecedented demands on teacher education programs to prepare teachers to educate for 21st century global citizenship in K-12 schools. To chart the course of preparing global educators for an interconnected world, the Faculty of Education at University of Prince Edward Island (UPEI) Canada and UNICEF Canada have collaboratively developed an undergraduate course entitled Educating for Global Citizenship, which focuses on preparing teachers to teach for 21st century global citizenship and has been integrated as a compulsory course to UPEI's teacher preparation program. This paper is based on a three-year study examining teacher candidates' experiences in learning to educate for global citizenship, the changes of their perceptions on global citizenship education, and the challenges and achievements they experienced in educational practices. Findings from this study indicate the unique opportunities and challenges teachers face in learning to educate for global citizenship and suggest the necessity of integrating global citizenship education in teacher education program through a holistic approach
Toward Enacted Cosmopolitan Citizenship: New Conceptualizations of African Immigrants’ Civic Learning and Action in the United States
Full text linkThe rapid growth of African residents in the U.S. is shaping global civil society, and calls for rethinking global identities and notions of global citizenship. This paper presents findings from a qualitative, interpretive case study on the civic learning and action of second- and 1.5-generation African immigrants in New York, U.S.A. We consider how African immigrants are constructing an understanding of their civic learning and action, and conceptualize an enacted cosmopolitan citizenship to better understand their civic engagement involving social justice issues in the U.S. and globally. We examine African immigrants' enacted cosmopolitan citizenship across two intersecting themes: 1) identities/attachments within and across local and global communities, and 2) enactments within and across local and global communities. We build upon theories of cosmopolitanism to extend understandings of an action-oriented global worldview of cosmopolitan citizenship, and point to implications for enacting new conceptualizations of citizenship and civic participation in global societies
Identity and Education
Full text linkIdentity and education are intrinsically connected. While education is supposed to equip students to define who they are, sometimes, however, when education becomes a vehicle of the dominant, its goal is mostly to pigeonhole the other in a position of inferirorty whereby, it is impossible to escape this place of the colonizer. But then only education can take any one from the position of victimization to a position of empowerment when the other reach a high-standard of knowledge and discernment
Sustaining the Transformation: Improving College Retention and Success Rates for Youth from Underserved Neighbourhoods
Full text linkStudent retention is an issue of perennial interest to educational institutions and is frequently a focus of pedagogical research and evaluation of programming, although some recent literature on factors affecting college student retention recommended attention to academic preparedness and student engagement as key variables influencing college student retention. This study explored the barriers and facilitators of retention and attrition of Helping Youth Pursue Education (HYPE) program participants in regular college programming, and the role of service supports and mentorship in improving the college experience of youth from underserved neighbourhoods. The qualitative research focused on how gains in interpersonal and problem-solving skills and connecting with one or more mentors at the College related to student success. The analysis revealed that, while the current program delivery model has resulted in steady improvement in outcomes relating to application, admission and student success for those who are “ready,” more could likely be done to improve participant experience and outcomes. Recommendations for improvement focused on strategies for the early identification of HYPE program participants likely to enter post-secondary education, faculty and staff development to enhance program delivery, and consideration of other program amendments to improve outcomes. Further work is needed to explore reasons why students do not follow-through on their learning plans, and to find ways to encourage them to do so
Saving Africa: A critical study of advocacy and outreach initiatives by university students
Full text linkThis exploratory qualitative study reports on the perspectives of students belonging to campus clubs at one Canadian university who conduct advocacy activities on issues that relate to Africa. Our study focuses on a particular social action (advocacy) that takes place in a particular social site (university campus), with the aim to critically examine how students think about their advocacy work, what they see as appropriate practices, and their sense of the ethical issues around advocacy. Five themes emerged from our analysis of the interviews: 1) Knowledge about the issues; 2) Oversimplification; 3) Homogenisation; 4) Trade-offs and competition; and 5) Ethical engagement. Our findings indicate that the motivation for success and popularity became influential factors in the way that student-led advocacy initiatives were set out to be effective in the university setting. Advocacy activities thus became fraught with the oversimplification of issues, resulting in work that reinforced prevailing stereotypes about Africa. Such approaches to advocacy can propagate paternalistic and totalising images of Africans as helpless and waiting to be 'saved'
The Importance of Including the Needs of the LGBTIQ Community in the Millennium Development Goals and Education of Healthcare Professionals
Full text linkIn this discussion paper, author uses critical social justice theory and queer theory as lenses in dissecting some of the health and social issues faced by the lesbian, gay, bisexual, transsexual, intersex, queer (LGBTIQ) community from adolescent to elder age. Furthermore, the author is challenging United Nations for their lack of inclusion of this population in the millennium development goals (MDGs) and addresses the importance of including LGBTIQ community in the MDGs. In the latter part of the paper, implications for future research, the need for increase in education, and improving practice for nurses with the focus on addressing the health needs of LGBTIQ community is discussed