Global Civic Engagement

• Hartman, E., Kiely, R., Boettcher, C., & Friedrichs, J. (Under Contract, 2012). Building a better world: The pedagogy and practice of global service-learning. Sterling, CA: Stylus/Kumerian Press.
• Slimbach, R. (2010). Becoming world wise: A guide to global learning. Sterling, VA: Stylus.
• Lewin, R. (2009). The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship. New York: Routledge.
• Banks, J. A. (2003). Diversity and citizenship education: Global perspectives. San Francisco: Jossey- Bass.
• Falk, R. A. (2000). Human rights horizons: The pursuit of justice in a globalizing world. New York: Routledge.
• Yates, M., & Youniss, J. (1999). Roots of civic identity: International perspectives on community service and activism in youth. Cambridge, MA: Cambridge University Press.
• Nussbaum, M. (1997). Cultivating humanity: A classical defense of reform in liberal education. Harvard University Press: Cambridge, MA.
• Korten, D. (1990). Getting to the 21st century: Voluntary action and the global agenda. West Hartford, Conn.: Kumarian Press.

   

• Risse, T., & Sikkink, K. (1999). “The socialization of international human rights norms into domestic practices: Introduction.” In Risse, T., Ropp, S. C., & Sikkink, K., The power of human rights: International norms and domestic change. Cambridge: Cambridge University Press.

Dissertations, Theses, and Other Works:

• Hartman, E., & Kiely, R. (2004, September). Enacting global citizenship: Designing, implementing, and testing a curricular approach to address students’ uncertain response to the notion of global citizenship. Paper presented at the annual meeting of the American Political Science Association, Chicago, IL.

Articles in Major Newspapers and Periodicals:

• Appiah, K. A. (2006). The case for contamination. The New York Times Magazine. 1 Jan 2008. 30.

Websites:

• Campus Compact (2011). Deepening the roots of civic engagement. 2011 Annual Membership Survey. Found at: www.compact.org.

Article Abstracts:

The purpose of this article is to report on the initial development of a theoretically grounded and empirically validated scale to measure global citizenship. The methodology employed is multi-faceted, including two expert face validity trials, extensive exploratory and confirmatory factor analyses with multiple datasets, and a series of three small-group interviews utilizing nominal group technique to verify the scope of the global citizenship construct. The findings provide support for a three-dimensional Global Citizenship Scale that encompasses social responsibility, global competence, and global civic engagement. Global competence and global civic engagement are both strong dimensions of global citizenship, and each has three reliable subdimensions that add further refinement to the construct. Social responsibility proves to be a dimension of global citizenship with a less clearly defined structure. The Global Citizenship Scale and its conceptual framework have important implications for education abroad outcomes research and practice.

Savicki, Vic. (2010). Implications of Early Sociocultural Adaptation for Study Abroad Students. Frontiers: The Interdisciplinary Journal of Study Abroad. 19, 205-223.

Woolf, Michael. (2010). Another Mishegas: Global Citizenship. Frontiers: The Interdisciplinary Journal of Study Abroad, 19, 47- 60.

The purpose of this article is to provide another perspective on the phrase and idea of a “global citizen.” The phrase global citizen has become prevalent in international education, the author specifically cites study abroad programs that use this idea, as well as students or professionals themselves that use this phrase as a means of self-description. When used in personal context, global citizen may imply a person with an open mind, actively and intellectually engaged with other cultures, well aware of the interdependence of countries, as well as appreciative of cultural and other differences between people and countries. The author however suggests that these characteristics describe a good citizen, rather than a global citizen. In order to be a citizen there must be membership, and sharing beliefs in international values and affairs is not obligatory nor is it a form of a membership. Thus the author argues that the adjective “global” (in global citizen) is what Leo Rosten in his The New Joys of Yiddish would call a mishegas, or madness.

Battistoni, R.M., Longo, N.V., & Jayanandhan, S.R. (2009). Acting locally in a flat world: Global citizenship and the democratic practice of service-learning. Journal of Higher Education Outreach and Engagement, 13(2), 89-108.

This article suggests ways to frame the democratic practice of service-learning in the context of a global society, and reports on emerging efforts at three universities to act globally through local community engagement. The article concludes with practical lessons for promoting global citizenship through service-learning in higher education. Democracy must begin at home, and its home is the neighborly community. —John Dewey, The Public and Its Problems
The world is being flattened. I didn’t start it and you can’t stop it, except at a great cost to human development and your own future. —Thomas Friedman, The World Is Flat

Dolby, Nadine. (2008). Global Citizenship and Study Abroad: A Comparative Study of American and Australian Undergraduates. Frontiers: The Interdisciplinary Journal of Study Abroad. 17, 51-67.

Among the many benefits of studying abroad is coming back with an expanded knowledge of politics, economics, society, and culture. Many universities use “global citizenship” in their mission statements or study abroad webpages. However, the increased focus on global citizenship is not only for study abroad programs, but rather a response to an increasingly globalized world. However, the author argues that “global citizenship” is not clearly defined, and through examining two groups of undergraduate study abroad students from United States and Australian universities, the author argues for a more complex way of looking at national identity and global citizenship as the meaning of global citizenship differs nation by nation.

Hartman, E. (2008). Educating for global citizenship through service-learning: A theoretical account and curricular evaluation. Dissertation.

The last decade has witnessed substantial increases in US university study abroad programming. Related, there has been a demonstrable spike in university administrators and faculty members suggesting that their institutions prepare students for global citizenship. Yet few institutions have offered a clear conceptualization of what global citizenship is, how they educate for it, or how they measure their progress in that effort. This dissertation addresses the relative dearth of applicable theoretical constructs by offering one such construct, suggesting the specific educative process by which it may be encouraged, and discussing initial efforts evaluating its success. Its three primary contributions are: (1) a particular articulation of global citizenship that draws on existing theoretical approaches while insisting on integration with or development of strong mechanisms for application, (2) clarification of the educative process by which that articulation and practice of global citizenship may be encouraged, and (3) the development and testing of a quantitative instrument for better understanding and evaluating global citizenship and civic engagement. A pre- and post- survey is employed to develop an index of global civic engagement and awareness measures among students (1) not participating in global service-learning, (2) participating in global service-learning without a deliberate global citizenship education component, and (3) participating in global service-learning with clear attention to the integration of a global citizenship curriculum. The findings, buttressed by analysis of related qualitative data, suggest that integration of a carefully developed and articulated theoretical and practical approach to global citizenship education is essential if universities are to be successful in their efforts to create global citizens. Perhaps less intuitive and more alarming, the findings indicate that exposure to study abroad programming absent deliberate global citizenship education efforts may serve to merely reinforce stereotypes, create situations where severe cultural shock and withdrawal are likely experiences, and otherwise serve to cause young US citizens to shrink from rather than engage with the world. Taken as a whole, the analysis suggests the outcomes of many efforts to globalize campuses and create global citizens are unclear at best and that clearer conceptualizations, educative processes, and evaluation efforts are needed.

Hunter, B., White, G. P., & Godbey, G. C. (2006). What does it mean to be globally competent? Journal of Studies in International Education, 10(3).

To contribute to the valuable and ongoing debate regarding the definition of global citizenship and global competency, this study proposes a definition developed through the use of a Delphi Technique involving human resource managers at top transnational corporations, senior international educators, United Nations officials, inter-cultural trainers, and foreign government officers. This definition is used as the foundation for the development of a survey to determine the knowledge, skills, and attitudes and experiences necessary to be considered globally competent. The survey was sent to 133 representatives from universities that self-nominated for recognition in the “Profiles of Success at Colleges and Universities—Internationalizing the Campus 2003” (NAFSA: Association of International Educators publication) and the transnational corporation human resource officials serving as members of the National Foreign Trade Council’s Expatriate Management Committee and Global Mobility Roundtable. Results are reported and discussed, and a proposed curricular plan is presented based on the findings.

Schattle, H. (2005). Communicating Global Citizenship: Multiple Discourses beyond the Academy. Citizenship Studies, 9 (2), 119-33.

This article demonstrates that notions of “global citizenship”, as communicated beyond academic debates in political theory and sociology, can be situated within two overarching discourses: a civic republican discourse that emphasizes concepts such as awareness, responsibility, participation and cross-cultural empathy, and a libertarian discourse that emphasizes international mobility and competitiveness. Within each of these discourses, multiple understandings of citizen voice can be identified. Exploring how myriad ways of thinking related to “global citizenship” are springing forth in public debate serves to illustrate new ways in which a wide variety of political, social and economic actors are reflecting upon the meaning of voice and citizenship in the context of increasing public recognition of global interdependence. Not only has “global citizenship” emerged as a variant within the concept of citizenship, but the concept of “global citizenship” contains many variants and sources of internal division. How the concept of “global citizenship” continues to evolve in public discourse, especially in response to watershed events, promises to remain a fruitful line of inquiry for years to come.

Wood, M. (2003). From service to solidarity: Engaged education and democratic globalization. Journal of Higher Education Outreach and Engagement, 8(2), 165-181.

In this essay, I argue that the market-model university undermines the engaged education movement by supporting a mode of global organization that rewards values and practices opposed to those of social justice, human rights, ecological sustainability, and global community. On the basis of this argument, I propose that we may achieve the goals of the engaged education movement by working to construct a relational economy or economic democracy. Borrowing from Suzanne C. Toton, I also propose that we move from conceptualizing educational engagement as service to conceptualizing it as solidarity. Finally, I propose that our work be oriented less toward educating individuals to be good citizens and more toward educating them to be what Martin Luther King, Jr., describes as transformed non-conformists, persons committed to and capable of building a society that affirms the dignity of all persons by ensuring that every individual is able to enjoy a dignified life.

Lutterman-Aguilar, A. & Gingerich, O. (2002). Experiential Pedagogy for Study Abroad: Educating for Global Citizenship. Frontiers: The Interdisciplinary Journal of Study Abroad, 8, 41-82.

The authors argue that the study abroad experience alone does not lead to global citizenship, it is rather the program design with the goal of putting into practice experiential learning that study programs can be successful in developing a sense of global citizenship in their students. Ongoing assessment of international experiential education is needed to improve the quality of the study abroad programs and make sure that students are achieving their learning goals. The authors suggest for the need of two kinds of assessments: assessment of student-learning and of the educational study abroad program.

Zorn, C. (1996). The long-term impact on nursing students of participating in international education. Journal of Professional Nursing, 12(2), 106.

Internationalizing the nursing curriculum is essential to the education of the nurse professional prepared for the rapidly changing challenges of the 21st century. Despite recognition of this essential need, the long-term effects of international education on nursing students have not been examined. The purpose of this study was to describe the long-term impact of study abroad experiences on baccalaureate graduates. Using a descriptive survey design, data were collected from 27 alumni (88 per cent response rate) who completed the International Education Survey. Although the impact was found to decrease over time, respondents reported the highest impact in enhanced international perspective and increased personal development; lower impact was reported in the professional nurse role and intellectual development dimensions. Students who participated in longer programs (12 to 16 weeks) reported higher long-term impact than those participating in 3- to 4-week programs. Respondents’ age at the time of the international education was positively correlated with personal development. No association was found between the respondents’ year in college in which they participated and reported long-term impact. This study is a contribution to the efforts of those who are committed to making nursing education relevant in a global society.

Book Summaries:

Slimbach, R. (2010). Becoming world wise: A guide to global learning. Sterling, VA: Stylus.

As world travel is growing exponentially, “alternative” travel has grown apace: from ecotourism, gap years, short-term mission trips, cultural travel-study tours, and foreign language study, to college-level study abroad, “voluntourism”, and international service-learning.
This book is intended to help the new generation of ethical and educational travelers make the most of their international experience, and show them how to broaden their cultural horizons while also making a contribution to their host community.
This book guides independent and purposeful learners considering destinations off the “beaten path” on connecting with a wider world. Whether traveling on their own, or as part of a group arranged by an educational institution, humanitarian organization, or congregation, this book will enable them to make their international encounter rewarding, authentic, enriching, and learning-oriented.
This book draws on the author’s extensive travel and many years of guiding college students’ global learning. Richard Slimbach offers a comprehensive framework for pre-field preparation that includes, but goes beyond, discussions of packing lists and assorted “do’s and don’ts” to consider the ultimate purposes and practical learning strategies needed to enter deeply into a host culture. It also features an in-depth look at the post-sojourn process, helping the reader integrate the experiences and insights from the field into her or his studies and personal life. This book constitutes a vital road map for anyone intent on having their whole being—body, mind, and heart—stretched through the intercultural experience.
Becoming World Wise offers an integrated approach to cross-cultural learning aimed at transforming our consciousness while also contributing to the flourishing of the communities that host us. While primarily intended for foreign study and service situations, the ideas are just as relevant to intercultural learning within domestic settings. In a “globalized” world, diverse cultures intermingle near and far, at home and abroad.

Banks, J. A. (2003). Diversity and citizenship education: Global perspectives. San Francisco: Jossey- Bass.

The increasing ethnic, racial, cultural, religious, and language diversity in nations throughout the world is forcing educators and policymakers to rethink existing notions of citizenship and nationality. To experience cultural democracy and freedom, a nation must be unified around a set of democratic values such as justice and equality that balance unity and diversity and protect the rights of diverse groups. Diversity and Citizenship Education: Global Perspectives brings together in one comprehensive volume a group of international experts on the topic of diversity and citizenship education. These experts discuss and identify the shared issues and possibilities that exist when educating for national unity and cultural diversity. Diversity and Citizenship Education: Global Perspectives presents compelling case studies and examples of successful programs and practices from twelve nations, discusses problems that arise when societies are highly stratified along race, cultural, and class lines, and describes guidelines and benchmarks that practicing educators can use to structure citizenship education programs that balance unity and diversity. The book covers a broad range of issues and includes vital information on such topics as

• Migration, citizenship, and education
• The challenge of racialized citizenship in the United States
• The contribution of the struggles by Indians and Blacks for citizenship and recognition in Brazil
• Crises of citizenship education and ethnic issues in Germany, Russia, and South Africa
• Conflicts between religious and ethnic factions
• Diversity, globalization, and democratic education

How can higher education today create a community of critical thinkers and searchers for truth that transcends the boundaries of class, gender, and nation? Martha C. Nussbaum, philosopher and classicist, argues that contemporary curricular reform is already producing such “citizens of the world” in its advocacy of diverse forms of cross-cultural studies. Her vigorous defense of “the new education” is rooted in Seneca’s ideal of the citizen who scrutinizes tradition critically and who respects the ability to reason wherever it is found-in rich or poor, native or foreigner, female or male.

Drawing on Socrates and the Stoics, Nussbaum establishes three core values of liberal education-critical self-examination, the ideal of the world citizen, and the development of the narrative imagination. Then, taking us into classrooms and campuses across the nation, including prominent research universities, small independent colleges, and religious institutions, she shows how these values are (and in some instances are not) being embodied in particular courses. She defends such burgeoning subject areas as gender, minority, and gay studies against charges of moral relativism and low standards, and underscores their dynamic and fundamental contribution to critical reasoning and world citizenship.

For Nussbaum, liberal education is alive and well on American campuses in the late twentieth century. It is not only viable, promising, and constructive, but it is essential to a democratic society. Taking up the challenge of conservative critics of academe, she argues persuasively that sustained reform in the aim and content of liberal education is the most vital and invigorating force in higher education today.

Illich, I. (1990). To hell with good intentions. Combining Service and Learning: A Resource Book for Community and Public Service. 1, 314–320.

An address by Monsignor Ivan Illich to the Conference on InterAmerican Student Projects (CIASP) in Cuernavaca, Mexico, on April 20, 1968. In his usual biting and sometimes sarcastic style, Illich goes to the heart of the deep dangers of paternalism inherent in any voluntary service activity, but especially in any international service “mission.” Parts of the speech are outdated and must be viewed in the historical context of 1968 when it was delivered, but the entire speech is retained for the full impact of his point and at Ivan Illich’s request.