Service learning and other engaged scholarship programmes ideally operate in an academic framework to enhance student understanding of citizenship and community engagement. In reality, given the constraints on institutional budgets, such programmes are likely to be underfunded and academically understaffed. Structured as choices on an institutional menu, programmes are routinely touted as transformative though what they transform may be indeterminate. The ways in which such programmes are presented encourage students to interpret transformation as personal experience, valued to the extent that students can do good in the world by acting as agents of progress, solving problems for people imagined to need their expertise, ideally in exotic settings as unlike students' routine lives as possible, while students develop skills and connections useful in their post-college careers. This construction of engaged scholarship readily lends itself to institutional promotional language but can undermine students' effective action in actual projects.
The promise and practice of service learning and engaged scholarship
Becoming a global citizen?
Developing community-facing learning in the social sciences
’ ( 1997: 8 ). In response to the urgent global challenges of the twenty-first century – such as the climate emergency, food insecurity and poverty – global citizenship and education for sustainability have become increasingly important aspirations in the
The Golden Passport ‘Russian’ EUtopia
Offshore Citizens in a Global Republic
shelter under the loosely defined EU citizenship, and although the EU has been seen as a potential moderator of trans-state citizenship in the global citizenship condition ( Cabrera 2010: 181 ), we can also note that ‘it is utopian to think that a society
Katherine Nielsen, Beth Perry, and Alan Scott
Lynette Shultz, Ali A. Abdi, George H. Richardson (eds) (2011) Global Citizenship Education in Post-secondary Institutions: Theories, Practices, Policies
Review by Katherine Nielsen
Peter Quiddington (2010) Knowledge and Its Enemies: Towards a New Case for Higher Learning
Review by Beth Perry
Benjamin Ginsberg (2011) The Fall of the Faculty: The Rise of the All-Administrative University and Why it Matters
Review by Alan Scott
Education and Global Citizenship
Penny Enslin and Mary Tjiattas
Darrel Moellendorf argues that duties of justice have global scope. We share Moellendorf’s rejection of statism and his emphasis on duties of justice arising out of association in Cosmopolitan Justice. Building on Moellendorf’s view that there are cosmopolitan duties of justice, we argue that in education they are both negative and positive, requiring redistribution of educational resources and transnational educational intervention. We suggest what kinds of intervention are justifiable and required, the kinds of international structures that could regulate them, and a conception of cosmopolitan citizenship to underpin education for global citizenship.
Techno-Entrepreneurship as Identity Construction for the Indonesian Generation Z
Z. Hidayat and Debra Hidayat
This article addresses ways in which members of Generation Z construct identity as techno-entrepreneurs by using livestreaming applications. Drawing on quantitative and qualitative assessments of surveys, interviews, documents, and observations, the authors show how visual and verbal conduct based on expressions, interaction, communication, and transactions was used for informal educational purposes by techno-entrepreneurs in their daily lives. On the micro level, members of Gen Z construct self-images as entertainers and businesspeople who need self-recognition and build relationships with viewers. On the meso level, identity emerges via community cohesiveness and a community of talent, and by streaming pop culture. On the macro level, Gen Z follows social and cultural issues and engages in global citizenship while responding to streaming business opportunities. Livestreaming fosters Gen Z's identity construction and shapes the role of influencers in the development of techno-entrepreneurship.
The focus of this special issue of Theoria is the Politics of Migration. Our aim in designing and attracting contributions to this issue was to contribute to the current debates on various aspects of global migration practices that are challenging the ways in which many nation-states, sending and receiving migrants, conceive of their place in this ever-changing globalised and globalising world in which we all live. International Relations theorists have, for several years, been writing about the contesting phenomena of integration and disintegration in global politics. As the world becomes more globalised, more linked and interdependent, the reality of a kind of global citizenship for the privileged elite with access to the markets and their spoils become more apparent. Those on the other end of the spectrum, often immigrant, minority and working class groupings who do not have access to resources beyond those promised to them by the state they rely on, react against these globalising forces. The result is a contest between a global integration and pulling together of individuals all over the world with similar political and economic situations, and a disintegration within and between nation-states, where those without these networks retreat into ethnic and cultural enclaves that offer them protection and defence against globalising impulses.
Phantasmagoria of the global learner: Unlikely global learners and the hierarchy of learning
Neriko Musha Doerr
, J.A. Hatcher , and S.G. Jones (eds) International Service Learning: Conceptual Frameworks and Research , Sterling, VA : Stylus ), 3 – 28 . Brockington , J.L. and Wiedenhoeft , M.D . ( 2009 ) ‘ The liberal arts and global citizenship
Towards Communities of Practice in Global Sustainability, Part Two
Carl A. Maida and Sam Beck
‘environmental stewardship’ and ‘global citizenship’, even at the local level. This two-part special issue focuses on eight case-based articles and one theoretical article on communities of practice, within and beyond anthropological frameworks, to illustrate
Shu-Mei Huang, Adam Kaul, and Dhan Zunino Singh
emphasis on “global citizenship” and “internationalization” in undergraduate education; the pressure to protect students’ well-being while pushing them out of their “comfort zones”; and a rapid neoliberalization of higher education in general and study