EDUCATING FOR. Global Citizenship? Human Solidarity? Critical Global Engagement? Ecological Citizenship?

Transcription

1 EDUCATING FOR Global Citizenship? Human Solidarity? Critical Global Engagement? Ecological Citizenship? Eric Hartman, Providence College 6 th Annual Cornell Global Service-Learning Institute

2 RANK ORDER: WHAT MOST (1) AND LEAST (10) EMBODIES GOOD GLOBAL CIVIC ENGAGEMENT Biking everyday instead of commuting by car Adopting an 8-year old foster child Serving in the armed forces Buying only fair trade products, when available Spending 2 weeks building a school in Haiti Researching how to meet needs of migrant workers Organizing advocacy group to increase global equity Choosing a public-serving career Chaining yourself to a threatened old growth tree Voting See the whole What is Global Service? activity here. 2

3 Global Perspective Global Citizenship Civic Engagement Global Sustainability 3

4 ONE DEFINITION: CRITICAL GLOBAL ENGAGEMENT We suggest critical global engagement is a commitment to fundamental human dignity, couched in reflective understanding of historic and contemporary systems of oppression, along with acknowledgment of positionality within those systems; it connects with values, reflection, and action. Critical global engagement calls us all to humble, careful, and continuous effort to build a world that better acknowledges every individual s basic human dignity (Hartman, Kiely, Friedrichs & Boettcher, 2013). 4

5 IS GLOBAL CIVIC ENGAGEMENT Dancing (poorly) around the world? Creating music with diverse global contributors? Raising awareness about an African Warlord? 5

6 TODAY S PLAN What is global citizenship? How does it relate to learning outcomes? How is it understood in light of student development & global civic engagement? How is it connected to your course or discipline? Sharing these and more resources 6

7 DELIBERATE AND DEMONSTRABLE LEARNING Systematic encouragement and evaluation of learning in respect to: Global Citizenship, Global Engagement, or Human Dignity What is it? How to do it? 7

8 ONE APPROACH: THE AMIZADE MODEL Anchor Course (3 credits) Instructor s home discipline GSL Course (3 credits) Common syllabus that interrogates community-driven service, intercultural immersion and consideration of identity, connection of experiential components to anchor course themes, and consideration of global citizenship 8

9 STUDENT PERSPECTIVES Challenge Confusion Anger Fanatical Affirmation Extreme Relativism Lack of interest Another requirement 9

10 INTEGRATING Approaches to Global Citizenship in Social and Political Theory Student Development Theory Experience & Desire for Practical Application 10

11 GLOBAL CITIZENSHIP AS HABIT OF MIND Concept: belief in equal human dignity, global community, respect for other cultures, desire for peaceful coexistence (Carter 2001) Characteristics (Nussbaum 1997) Recognition of common value Critical distance Narrative imagination 11

12 HABIT OF MIND Critical Distance Empathy Liberal Education: embracing a diversity of ideas and recognizing multiple ways of knowing Student Development Theory helps support these capacities 12

13 STUDENT DEVELOPMENT Singular Dualistic Relativistic Commitment in relativism Continuously evolving knowledge 13

14 CHALLENGE AND SUPPORT TO ENCOURAGE HABIT OF MIND Student beliefs on Development Global Citizenship, its sources and legitimacy Human Rights Human Dignity & its weight when contrasted with efficiency, legality, and other commonly accepted values 14

15 CHALLENGE AND SUPPORT Encourages students to draw on own expertise and increase awareness about content important to them Challenging students to examine development of worldviews highlights contingency of knowledge Breaks the façade of disinterested consideration 15

16 DUALISTIC What is (international) development and how do you see its application in this community? Development is getting to a first-world standard of living, where everyone s needs are met. In this community there needs to be more learning about improving efficiencies and battling corruption, because they ll never move forward if they don t do a better job of using what they do have 16

17 DUALISTIC - RESPONSE You indicate development implies a first-world standard of living, but of course there are many different standards throughout the parts of the world that are generally seen as falling into this category. What do you have in mind for this standard? 17

18 DUALISTIC - RESPONSE We talked about the Human Development Index in class. Do you think this offers a reasonable measure of development? If so, do you think that at home in the US we should do more to promote equitable access to health care? Why or why not? 18

19 DUALISTIC / RELATIVISTIC Development must be increasing options for community members. It is what the community says it is, which means that outsiders roles are ultimately extremely limited. For example, the use of faith healers here is still prominent, and it should remain that way. Efforts by the national government to change behaviors by having people go to hospitals are misguided. 19

20 RESPONSE We have also discussed the notion of global citizenship in class, which has at its core the assumption that all life is valued equally. Advocates of the government s health care efforts argue that the methods the government proposes are associated with increases in life expectancy. Or, to take a different but similar example, at times communities have chosen not to administer vaccinations to their children for various religious, spiritual, or historical reasons. Yet the vaccinations are strongly correlated with increasing life expectancies. How would you work to reconcile the universalistic aspirations of global citizenship and human rights with community-driven efforts? 20

21 DEVELOPMENT OF GLOBAL CITIZENSHIP Academic integration Intercultural learning Lens of common human dignity Structured Reflection Opportunity for global civic engagement 21

22 THE ME TO WE PROCESS Personal Values & Ethics Self in Global Context Global Citizenship Communicate & Activate 22

23 GLOBAL CIVIC PARTICIPATION Personal Economic Political Available examples are endless. 23

24 Personal Economic Political Conserve Resources Live Simply Share Your Story with Friends, Family Stay in Touch with Friends around the World Raise Awareness Buy Fair Trade Buy Local Buy Organic Familiarize Yourself with Conscious Consumption Resources, e.g. mer.com Educate Yourself and Vote Apply for Oxfam America s CHANGES Program Get Involved with the Student Global AIDS Campaign, Students Taking Action Now - Darfur 24

25 EXAMPLE ASSIGNMENT SEQUENCE Pre During Post What is Global Civic Engagement? Revisit List & Global Civic Opportunities Presentation, Elevator Speech, This I Believe During = study abroad OR learning more deeply about a particular population, practice, or place 25

26 Articulate Learning Examine Describe GLOBAL ENGAGEMENT REFLECTION THROUGH DEAL Pre During Post Complete What is Global Civic Engagement? What are the primary considerations that informed your ranking? What are the differences between your list at the beginning of the course and your list now? Why did you rank your top scores as you did? How have your peers perspectives, or what we have explored in class, shifted your perspectives on what constitutes good GCE? How would you explain GCE to others? How would you define global civic engagement? What inspires you or discourages you about current efforts to build a more just and sustainable world? In what ways are you able to contribute to a more just and sustainable world? Be realistic and bold. Use SMART goals. 26

27 DISCIPLINARY CONNECTIONS In the health professions and human services, professional ethics provide a framework from which to reflect upon personal and professional convictions and commitments; Paul Farmer s work with Partners in Health demonstrates the importance of intercultural learning and respect in community based research In engineering, professional standards include enhanced abilities to work effectively on diverse, interdisciplinary teams, as well as several other professionally important outcomes that parallel the development of reflective global citizenship In environmental science, the challenge of sustainability suggests a values commitment from which to consider questions of resource use and their relevance to social justice In literature, Seamus Heaney and Julia Alvarez (post-script) share reflections on the value of literature to bring us to our senses and enhance human freedoms while Chimamanda Adichie raises concerns about the danger of a single story 27

28 YOUR COURSE / DISCIPLINE Learning Outcome Methods Assessment Upon completion of this course students will be able to: What instructional strategies will foster this outcome: What evidence or (in)direct measures do I plan to use to assess the achievement of this learning outcome? Define Assess Communicate Respond Sensitively Take responsibility 28

29 ONE DEFINITION: CRITICAL GLOBAL ENGAGEMENT We suggest critical global engagement is a commitment to fundamental human dignity, couched in reflective understanding of historic and contemporary systems of oppression, along with acknowledgment of positionality within those systems; it connects with values, reflection, and action. Critical global engagement calls us all to humble, careful, and continuous effort to build a world that better acknowledges every individual s basic human dignity (Hartman, Kiely, Friedrichs & Boettcher, 2013). 29

30 COMMENTS & QUESTIONS 30