Difference and conflict in global citizenship in higher education in Canada

This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada

Child Sponsorship as Development Education in the Northern Classroom

This chapter explores the ethical dilemmas, and potential harm done when child sponsorship NGOs market sponsorship to children in school settings. Arguing that child sponsorship functions as a form of development education in the northern classroom, this chapter points to the potential for CS marketing strategies to infantalise and demean the poor, through a well-intentioned lens of paternalism. The chapter calls for greater commitment to global citizenship education in the crowded curriculum of secondary education and provides key questions (after Andreotti, 2012) for NGO marketing staff to consider in their public communication

The owl spreads its wings: global and international education within the local from critical perspectives

Within an era of a New Knowledge Society, assumptions abound regarding the ‘goodness' and justice of global interconnections and distributions of knowledge through international educational organizations and structures worldwide. Just as George Bush Jr. in attempting to justify the invasion of Iraq made claim to the democratic goodness of the US ‘spreading their freedoms' in the interests of an all-encompassing democratization of the world, so the assumption that sharing educational knowledge, especially an ‘all-knowing North' with a ‘helpless South' is without question for the greater good of all humanity

Volunteering for Development within the New Ecosystem of International Development

This article explores the ways in which volunteering for development is changing in the context of the shifting wider ecology of international development. It draws on a two?year, action research project into the value of volunteering undertaken by volunteer researchers in Kenya, Mozambique, Nepal and the Philippines. The article frames this research and the articles in this IDS Bulletin in the key debates – past, current and emerging – around the role, identity and value of volunteers in development processes. It identifies critical characteristics of effective volunteering for development as: the insider–outsider relationship; participatory processes, long?term programming; and a sustained focus on the poorest and most marginalised. The authors draw attention to the relevance of volunteering to achieving the Sustainable Development Goals (SDGs), and call for better understanding of indigenous informal volunteering and how ‘outsider’ volunteers can support it

Moving Beyond Mimicry: Developing Hybrid Spaces in Indian Business Schools

This article analyses the identity work of Indian management educators and scholars as they seek to establish, maintain and revise a sense of self in the context of business school globalization. We show how globalization, combined with the historical legacy of colonialism, renders Indian scholars precarious in their interactions with Western business schools. Based on a qualitative interview study, we explore how Indian business school scholars perform their identities in the context of neo-colonial relations, which are characterised by the dominance of English language and a pressure to conform to research norms set by globally-ranked journals. Drawing on postcolonial theory, our argument focuses on mimicry as a distinctive form of identity work that involves maintaining difference between Western and non-Western identities by 'Othering' Indian scholars, while simultaneously seeking to transform them. We draw attention to ambivalence within participants' accounts, which we suggest arises because the authority of Western scholarship relies on maintaining non-Western scholars in a position of alterity or 'not quite-ness'. We suggest that hybridity offers an opportunity to disrupt and question current practices of business school globalization and facilitate scholarly engagement that reflects more diverse philosophical positions and worldviews

An ideology critique of global citizenship education

In the last two decades, global citizenship education (GCE) has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing internationalisation of education, framed as an answer to the growing globalisation and the high values of citizenship. These developments, however, have created issues, due to the presence of two conflicting discourses. While the discourse of critical democracy highlights the importance of ethical values, social responsibility and active citizenry, a neoliberal discourse privileges instead a market-rationale, focused on self-investment and enhanced profits. These two discourses are not separated; they rather appear side by side, causing a confusing effect. This article aims to analyse GCE as an ideology, unveiling not only its hidden (discursive) content but also the role played by non-discursive elements in guaranteeing the coexistence of antagonistic discourses. It will be argued that not only the critical democratic discourse does not offer any resistance or threat to the neoliberal structuring of higher education, but also this discourse can function as an apologetic narrative that exculpates all of us who still want to work in universities, notwithstanding our dissatisfaction with their current commodification

Disrupting colonial discourses in the Geography curriculum during the introduction of British Values policy in schools

The main purpose of this article is to expose and disrupt discourses dominating global development in an English school geography textbook chapter. The study was prompted by a teacher’s encounter with cultural difference in a geography lesson in South Korea. I investigate the issues raised through the lens of a new curriculum policy in English schools called ‘Promoting Fundamental British Values’ which forms part of England’s education-securitisation agenda, a topic of international attention. Following contextualisation across research fields and in recent curriculum and assessment policy reform, I bring together theoretical perspectives from curriculum studies and Continental philosophy that do not usually speak to each other, to construct a new analytical approach. I identify three key themes, each informed by colonial logic: ‘development’, ‘numerical indicators’ and ‘learning to divide the world’. The inquiry appears to expose a tension between the knowledge of the textbook chapter and the purported aims of the British Values curriculum policy, but further investigation reveals the two to be connected through common colonial values. The findings are relevant to teachers, publishers, textbook authors, policy makers and curriculum researchers. I recommend a refreshed curriculum agenda with the politics of knowledge and ethical global relations at its centre

Whose Story is It, Anyway? Or ... Power and Difference in The Book of Jessica: Implications for Theories of Collaboration

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