Journal of Global Citizenship & Equity Education
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Remixing the Ontario Secondary School Literacy Test (OSSLT)
Full text linkThe Ontario Secondary School Literacy Test (OSSLT) is a high-stakes, standardized literacy test that high school students in Ontario must pass before graduating with a high school diploma. However, each year, approximately 35,000 students do not pass the OSSLT, jeopardizing their chances to graduate. Critical literacies encourage readers to act upon what they are reading by responding to, evaluating, and/or rewriting what they are reading. Throughout this paper, I will be applying these theories by proposing an unsettling, a deterritorialization, and a potential hybridization, or remixing of the OSSLT to better meet the needs of the diverse group of students writing the test. Such a remix could also create a generative and open space for reflection and reconsideration of what we are trying to achieve with this literacy test. This paper focuses on issues of equity and social justice in the context of standardized assessments, specifically the OSSLT, because this literacy test has the potential to significantly impact the lives of youth in Ontario
Exploring Deweyian Experiential Learning Pedagogy as Citizenship Development
Full text linkoai:jgcee.journals.publicknowledgeproject.org:article/11Developing good citizens is one of the root theoretical justifications and purposes of public schooling and social studies. Much discussion exists, however, over what good citizenship entails and how it can best be achieved. One approach—experiential learning and its associated service learning—is currently popular in a number of disciplines. It is argued to be an invaluable way of developing students’ citizenship through experience based learning. This paper begins by reviewing Dewey’s educational theory, which encompasses experiential learning with the aim of developing citizenship, thus setting the foundations for current experiential and service learning pedagogies. It then presents the findings of a qualitative interview study with high school students and teachers who have taken part in overseas service projects. The discussion illustrates the benefits and challenges of citizenship development through experiential curricula and concludes with recommendations that aim to strengthen this form of learning
From Globalization to Global Sustainability: Perspectives on Transitions
Full text linkThis paper critically looks at the concept and process of globalization in the context of sustainability. Globalization in its current form presents more challenges than opportunities to the global societies. Reversing the process is a myopic idea, yet it can not be left to the dictates of its movers such as Multinational Corporations, global financial markets and trade regimes among others to make it sustainable. The argument forwarded here is that there is need for a transition to sustainable globalization. A number of pathways maybe followed in the process of transition such as managing the global environmental governance systems, global trade, global financial market, Multinational Corporations and information systems. However, this is not prescriptive, but a set of ideas that nation states and policy makers may consider. The transitions processes are gradual but also not smooth thus it is also important to critically look at the challenges that stand in the way and, the negative repercussions to societies
Citizenship Learning, Participatory Democracy and Micro-Financing: The Case of Grameen Bank’s Peer-Lending System in Bangladesh.
Full text linkThis paper is about how Grameen Bank (GB) women borrowers engage in participatory democracy through attendance and discussion at their weekly centre meetings, proposing and approving loans, forming groups, selecting group chairs, and centre chiefs of Grameen Bank. Its collateral free group based micro-financing constitutes a fundamental process of democracy and is a vital source of citizenship and democratic education. These processes and skills facilitate power-sharing and improve one’s sense of political efficacy, democratic engagement and increase an individual’s sense of commonality. Moreover, the Grameen Bank Sixteen Decisions’ campaigns provide citizenship learning to rural marginalized people. GB these activities generate women’s leadership development opportunities in the community
Developing Signature Learning Experiences: A Case Study of an Institution’s Transformative Journey towards Global Citizenship and Equity
Full text linkSignature Learning Experiences are unique learning experiences created by institutions to differentiate their graduates for employers. This study is a historical account of an institution's commitment to global citizenship and equity. In this case study, the institution uses diversity and the principles of global citizenship and equity to create a signature learning experience for students. The paper begins with a description of the context for change and looks at the changes that were implemented including a general education course; the embedding of global citizenship competencies in the whole institution; the implementation of a portfolio for students and the introduction of global citizenship and equity learning experiences abroad
Creating a Global Citizen and Assessing Outcomes
Full text linkThis article examines development of the field of global citizenship education in postsecondary education in Canada. Analysis centers on the forces of globalization and internationalization as a catalyst for innovation. Plato’s Allegory of the Cave is invoked to explain the nature of transformative education and reflective practice. A signature pedagogy is identified for global citizenship education based on an emerging model. The model consists of five components: theory, content, experiences, methodology, and assessment. Student outcomes are defined in terms of a demonstrated ability to act with a global mindset based on an application of values, ethics, identity, social justice perspective, intercultural skills, and sense of responsibility
Creating Space for Students' Mother Tongues in College Classrooms
Full text linkThis study is a qualitative action research that explored the possibility of legitimizing the use of students’ mother tongues (L1) in college classrooms as scaffolds to their acquisition of their second language, English (L2). There were three phases to this study. The focus of the research was to understand the impact of this multilingual pedagogical approach on the students’ learning experience, academic engagement and identity formation. Phase 1, was a survey of 90 English as a Second Language (ESL) students to determine their levels of understanding of our English-only curriculum delivery and student services. Phase 2, comprised of interviews with three English for Academic Purposes (EAP) students. Phase 3 was the major phase comprised of five focus group sessions with 19 EAP students. On the basis of the findings of this study the paper argues that the creation of space for students’ mother tongues in college classrooms is an ethical imperative since their mother tongues are integral components of their identities; and all of their prior learning and life experiences are encoded in their mother tongues. Overall the findings highlighted bilingual students’ perceptions that their L1s constituted an important scaffold for their learning of English. Students’ comments also expressed their sense of the centrality of L1s to aspects of their identity
Rural Women’s Empowerment through Self-income Generating Activities: A Study on NGO Development Programs in Bangladesh.
No full textWomen’s empowerment has been pointed out as an indispensable condition to reduce poverty in developing countries of the world. Also, it has been closely related to democratization of those countries, in providing women with rights and opportunities equal to those which men have enjoyed so far. Despite its significance, the issue cannot be said to be solved easily, because there are many factors that prevent its progress.In this regard, this paper aims to consider the multi-layered actuality of the issue of rural women’s empowerment in Bangladesh, especially for economic development. For this purpose, the study deals with empowerment of rural women through self-income generating activities and the NGO credit programs in Bangladesh. The study was conducted in the central region of Bangladesh. Qualitative methods were utilized in the study. The research was tailored in such a way as to capture the influence of the NGO credit programs upon rural women’s entrepreneurship, in the review of their individual experiences. As a result the study reveals that self-income generating activities by entrepreneurship are the most important contributing factor to empowering rural women in Bangladesh