“Introduction to Global Citizenship” The University of British Columbia, Canada 2005-2006

1. “Introduction to Global Citizenship”The University of British Columbia, Canada2005-2006

2. Course Home Page Course menu gives access to content and communication tools

3. Transformative Learning • transformative learning: • “a process in which learners participate in rational discourse about and critical reflection on their experience in ways that permit transformations of perspective”

4. Perspective Transformation • “perspective transformation…is the process of becoming critically aware of how and why our assumptions have come to constrain the way we perceive, understand, and feel about our world; changing these structures of habitual expectation to make possible a more inclusive, discriminating, and integrating perspective; and, finally, making choices or otherwise acting upon these new understandings” • Mezirow (1991) • Mezirow, Jack. (1991). Transformative Dimensions of Adult Learning. San Francisco, CA: Jossey-Bass.

5. Course Learning Objectives • Consider the concept of "global citizenship" and develop your own understanding of this complex and contested notion. • Acquire a broad understanding of barriers and bridges to global citizenship. • Acquire a broad understanding of issues of key concern to the international community • Consider the impact you may have, as a global citizen, within your local, national and international communities.

6. Weekly Course Topic Modules Module 1: An ethics of global citizenship Module 2: What is 'citizenship'? Module 3: The Challenge of Global Divisions: Race, Ethnicity, Nation, State Module 4: Challenging Old Conceptions of Citizenship: Diversity and Multiculturalism Module 5: The Challenge of Intercultural Communication Module 6: The Challenge of Being Informed: Media, Communications and Critical Thinking Module 9: Consumerism Module 10: Human Impact on the Environment - Global Climate Change Module 11: SustainabilityModule 12: Options for action: Politics, participation and civil society

7. Weekly Content Modules

8. Content Module Front Page

9. Module Content

10. Weekly Reading

11. Audio Lecture

12. Video Presentations

13. Links to Additional Resources

14. Discussion Questions

15. Discussion Forums

16. Inside a Topic Forum

17. Student Diversity by Area of Study

18. Ethnic/Cultural/Religious Diversity • Ethnic/Cultural/National Diversity • Hong Kong Chinese (in Hong Kong) • Immigrants of Chinese origin (1st or 2nd gen.) • 1st gen. immigrants from Egypt, Singapore, the Philippines, the United States of America, South Africa, Iran, Korea, Poland and Thailand • Canadians/Australians of East Indian or European ancestry • Religious Affiliation • Catholic or Protestant Christianity • Islam • Sikhism • Baha’I • Judaism

19. Student Feedback “…the multidisciplinary nature of the curriculum [is definitely a strength]. We are exposed to many different topics, an interest is triggered and it is up to us to pursue further knowledge.”

20. Student Feedback “I've really enjoyed thinking about ideas of global citizenship and the structure of the course (both the discussion questions and the essays) has really helped me to apply the readings to situations in my own life / experience. This personal connection that we have to make every week has really brought home the readings to me and I feel I've learned a lot more than in other courses where there is only one big assessment at the end.”

21. Student Feedback “I have found myself easily spending days following links and thinking about the issues and reading/writing - I'm not sure if this is a "bad" thing (I'm really enjoying all the reading and research etc!)”

22. Student Feedback “I'm still loving the fact that I share a virtual classroom with such a mix of students from all over the world… great interactive discussions & exposure to others' ideas. Being part of a group of students committed to learning, global citizenship & social justice was also really exciting. The teaching was also outstanding - the obvious passion for the teaching material was contagious!”

23. Student Feedback “Your time, energy and enthusiasm has made this a truly memorable learning experience. Thanks for opening my eyes to global citizenship - I hope I can live up to the responsibility it entails!” “I just wanted to say thanks for all you have done in this course, it has taught me so much and has been more rewarding than I ever believed it could be. So thank you for that, it has been such a valuable experience and I’ve taken it into my heart and my own life, thanks to you.

24. Student Feedback “I am feeling REALLY enthusiastic and feel I am learning HEAPS! I'm really enjoying all the weblinks, practical examples, provocative discussions, useful feedback on my essays and most of all, working and learning from a team of staff and students who are really dedicated to making the world a better place. Thanks for giving me this opportunity.”

25. Student Feedback “This is the best course I have ever taken at UBC, and the first that has ever bridged the knowledge I’ve learned in the institution with my own life and what is relevant in my community and the world. I can now understand my local responsibilities as a global citizen.” “This is the first time I have ever had the knowledge I’ve learned in classes at UBC connect with my life and my community. It has held me accountable in ways that I had never thought of and are practical. I feel I can do something now as a global citizen.”  

26. Student Feedback “Thanks again for a great and inspiring course, Dalene. It was somewhat life-changing!!!! I have signed up to volunteer for a group that supports young, teenage mothers (one girl had a baby at 12, her own mom is a heroin addict).  They are living in poverty and just need a support system to help them become functioning and contributing members of society.    http://www.steppingstonesbc.com I am not sure if I would have given it any thought before. So, I am trying to think global - act local. Who knows, maybe the skills I learn I can take somewhere else one day.”

27. Nature of the Data • “on-task” threaded discussions from content-related discussion forums • “off-task” threaded discussions from informal and open discussion forums • private student email exchanges instructors/facilitators • (anonymous) student responses to midway and end-of-course feedback surveys • student essays (various styles)

28. Areas for Investigation transformative learning “global citizenship” “citizenship education” teaching and learning online

29. The Big Question What do we want to know?

30. Question 1 What is the role of reflection in student learning in this course? How can we investigate and characterize student reflective practices?

31. Reflection “Being a fourth year student in political sciences and environmental studies...I wasn't exposed to "new" information. However, the format of the course is not mere learning but it is REFLECTION. You are forced to reflect upon yourself and contextualize the learning experience. Basically I think that this course achieves well what ought to be the main goal of University; trigger critical thinking. This course allowed me to consolidate knowledge and relate to it. Very useful!”

32. Subject: Culture groups Hi all! After reading the Singer article, and also the Campbell quote, I feel unsatisfied. They both seem to contend that every different identity group you identify with has its own culture. This implies that there can be an infinite number of cultures, or to be more precise, the can potentially be a separate culture for every combination of two or more people (depending on how one defines a group). For example, can my boyfriend and I, because we spend so much time together and have very similar perceptions of the world, be said to have our own culture? What about my house-mates and I (there's only 3 of us)? I think a line needs to be drawn as to what can constitute a culture/identity group because it seems to lose meaning if there are so many allowed by such an open definition. I don't know why I have such a problem with this, just gut instinct, but maybe the answer will come to me as discussions progress, so please let me know what you all think.

33. Subject: Re: Culture groups Hey [name] I can see what you mean about "culture" losing its meaning after being used in so many different ways. Personally, I am finding the same problem with this module. I don't quite know where to draw the line when it comes to culture and identity. I consider myself a Canadian/Indian/African, but is that an identification of three separate cultures, or am I identifying with a hybrid culture that fuses the three? I suppose it would be the second option because the values I learn from each of those three cultures influence my behaviour in all contexts, regardless of who I am speaking to or engaging with. The values I relate to that can be dubbed "Canadian" influence the way I conduct myself at religious functions. And in the same way, the values I have adopted from my religious community affect the way I engage with non-Muslims at school. Basically, "culture" is like the word "nation". The discussion begins be accepting that there is no concrete definition, and the discussion ends with the same conclusion. Those are my thoughts on it.

34. Subject: Culture groups Hi all! After reading the Singer article, and also the Campbell quote, I feel unsatisfied. They both seem to contend that every different identity group you identify with has its own culture. This implies that there can be an infinite number of cultures, or to be more precise, the can potentially be a separate culture for every combination of two or more people (depending on how one defines a group). For example, can my boyfriend and I, because we spend so much time together and have very similar perceptions of the world, be said to have our own culture?What about my house-mates and I (there's only 3 of us)?I think a line needs to be drawn as to what can constitute a culture/identity groupbecause it seems to lose meaning if there are so many allowed by such an open definition. I don't know why I have such a problem with this, just gut instinct, but maybe the answer will come to me as discussions progress, so please let me know what you all think.

35. Subject: Re: Culture groups Hey [name] I can see what you mean about "culture" losing its meaning after being used in so many different ways. Personally, I am finding the same problem with this module. I don't quite know where to draw the line when it comes to culture and identity. I consider myself a Canadian/Indian/African, but is that an identification of three separate cultures, or am I identifying with a hybrid culture that fuses the three?I suppose it would be the second optionbecause the values I learn from each of those three cultures influence my behaviour in all contexts, regardless of who I am speaking to or engaging with.The values I relate to that can be dubbed "Canadian" influence the way I conduct myself at religious functions. And in the same way, the values I have adopted from my religious community affect the way I engage with non-Muslims at school. Basically, "culture" is like the word "nation". The discussion begins be accepting that there is no concrete definition, and the discussion ends with the same conclusion. Those are my thoughts on it.

36. Question 2 • Can transformative learning take place in a virtual learning environment? • “I thought that there was a risk with an online subject that people wouldn't give it much effort or thought because you can hide behind a computer screen, but in reality the involvement level is probably better than in most of the 'real' classes I have been in.” • [Student Feedback]

37. Student Feedback “Wow... We're at the end of the course! It has really "flown" by. I really learned a lot and I can truly say that this course was super! The best part was the interaction that we had together as students and the support we received from Dalene. Please keep in touch ! If you are ever in Bangkok or if you need info on Bangkok for a project etc, please contact me at any time! I'd be more than happy to help any of my fellow "global citizens." I think we've just started our "transformation process" and I would like to thank everyone for making this "trip" so memorable! Take care! B”  

38. Key Ideas on Embodiment and Learning • Dewey et al.: experiential learning, the ‘inert knowledge problem’, importance of application/action and learning in context. • Role of relationships and personal encounter in learning • Dreyfus: role of embodiment, vulnerability and risk in learning; “transactional authenticity”, importance of establishing ‘presence’ • What possibilities exist for “re-articulation of the body” (Bayne)?

39. Key Ideas in Transformative Learning • Education as ‘political’ • Questioning one’s fundamental assumptions about society • New systemic perspectives on complex social problems • “New ways of thinking” and “disorienting dilemmas” • Critical assessment of orientation to society and role as citizens • Role of reflection in problem solving and critical thinking