1 / 12

Critical thinking for Development Education conference Galway 3-4 October 2009 Dr Su-ming Khoo Department of Political S

Ethical Globalization or Privileged Internationalization? an exploratory comparison of global citizenship, international development and internationalization and higher education in Ireland and Canada. Critical thinking for Development Education conference Galway 3-4 October 2009

tiponya
Download Presentation

Critical thinking for Development Education conference Galway 3-4 October 2009 Dr Su-ming Khoo Department of Political S

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Ethical Globalization or Privileged Internationalization?an exploratory comparison of global citizenship, international development and internationalization and higher education in Ireland and Canada Critical thinking for Development Education conference Galway 3-4 October 2009 Dr Su-ming Khoo Department of Political Science and Sociology Development Education and Research Network DERN NUI Galway s.khoo@nuigalway.ie www.nuigalway.ie/dern

  2. Research agenda • Comparing internationalisation(s) in 4 universities: NUIG, UCD, UBC and Alberta (ICCS-FRP funded) • Internationalization of HE as an area of critical inquiry for development studies and development education • Provides context for central questions that global/ development educators need to address in their research and practice • Clarify a number of practical and ethical challenges presented by internationalization of HE

  3. Wider research questions • How do GC initiatives connect with internationalization and international development policy/practice? • What are the different discourses of ‘global’ curriculum / competencies/ development education/ global citizenship – where are they coming from and where are they going to? • What potential for social transformation, human development and social justice? • What kinds of globalizations for HE? • Do national contexts matter and how? • Thinking about new modalities of aid focusing on HE, teaching, research capacity building • Unpacking ‘engagement’, ‘partnership’ ‘participation’ • The impact of global managerialism

  4. Mapping Internationalizations: NUIG • Internationalization previously ad-hoc, not a priority, but new policy/strategy for 2009-14 • enhance NUIG’s global status • offer students an experience of global citizenship 5 key strands • Recruit international students – N American focus • Student/staff Mobility – Erasmus/ European dimension • Partnerships and International reputation - research • Internationalising the curriculum • Internationalisation and Development

  5. Mapping Internationalizations: UBC • Internationalization part of grand vision since l990s • 5 strategic pillars of Trek 2010 vision • a ‘bridge to the 21st century’ (internationalization, people, learning, research and community) • 3 goals: • Global awareness (global ‘content, citizenship, partnerships – includes Universitas-21) • International learning opportunities • International reputation - strong Asia-Pacific orientation based on established student exchange programs

  6. Mapping Internationalizations: Alberta • Part of grand vision: Dare to Discover/ Dare to Deliver • Overt statement of Values • Connecting with the World – a plan for international engagement • 4 priority areas • Attract ‘best and brightest’, bringing international perspectives • ‘Learning, discovery and global citizenship’ – international dimension of student learning and research to increase knowledge, intercultural competence, capacity for engagement, employability • Connecting communities – networks, partnerships, agreements • Transformative organization and support – administrative model for international engagement

  7. Mapping Internationalizations UCD • International Office since 2006 • Student mobility: Erasmus/ JYA • Joined Universitas-21 grouping in 2006 • Hosting Universitas-21 2008- focus on MDGs

  8. Internationalization = ? Recruitment, mobility, reputation, plus ()… National contexts matter… ALBERTA  Global Citizenship? NUIG  Civic Engagement? COSMOPOLITANISM? INTERNATIONALISATION VOLUNTOURISM? CHARITY? UBC  Global Awareness? UCD  MDGs?. SOCIAL JUSTICE?

  9. Citizenship = ? • Private citizen – freedom from state • Consumer Citizen – purchaser of goods • Market Citizen – looks to the market, opts out of public services • The Social Citizen – entitled, welfare state • The Public Citizen – civic republican, participates • The Communitarian Citizen – the good citizen who obeys and belongs • The Critical Citizen • The Global Citizen

  10. Key tensions of citizenship Theoretical debates do matter… Local vs Global Notions of ‘citizenship’ Critical vs Conforming? Public vs Private?

  11. Questions for Global Citizenship and DevEd (Dower 2008)? • Are all of us global citizens, or only some of us global citizens? A privileged status? • A mode of self conception and a manner of active engagement that accepts global responsibility • Dimensions: active ethical concern and institutional possibility • Key processes: • Globalization of the moral community • Internationalization of the legal system • Participation in public decision making • The vanguard toward a more equal world??

  12. The bottom line for me • WOULD / CAN / SHOULD / internationalisation be global in ‘action’ as well as consciousness? • ARE THE ACTION and CONSCIOUSNESS going to be rigorously theorised and ethical? Thanks. s.khoo@nuigalway.ie

More Related