Perspectives on lifelong learning and global citizenship : beyond the classroom / Sarah Stanlick, Whitney Szmodis, editors.
Stanlick, Sarah.; Szmodis, Whitney.
2022
JZ1320.4
Available Online

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Title Perspectives on lifelong learning and global citizenship : beyond the classroom / Sarah Stanlick, Whitney Szmodis, editors.
ISBN 9783031009747 (electronic bk.)
3031009746 (electronic bk.)
9783031009730
3031009738
DOI https://doi.org/10.1007/978-3-031-00974-7
Publication Details Cham : Springer, 2022.
Language English
Description 1 online resource (207 pages)
Item Number 10.1007/978-3-031-00974-7 doi
Call Number JZ1320.4
Dewey Decimal Classification 370.11/5
Summary This book lays the groundwork for the future of global citizenship, and it discusses where we are now, where to go from here, and how all of this fits into a lifelong learning context. It incorporates case studies, meta-narratives, and empirical studies to support cosmopolitanism through a lifelong learning lens and is a must read for educators, activists, non-governmental organizations, civil society, and community organizations. The framing for this book is with the United Nations Sustainable Development Goal 4 in mind: ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, with the intent that all learners will acquire the knowledge, skills, and attitudes necessary to promote "sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of cultures contribution to sustainable development" UN Sustainable Development Goal, target 4.7). It is through this lens that this book showcases the work of researchers, practitioners, civil society, and thought leaders in global citizenship for lifelong learning. While this tension between nationalism and cosmopolitanism exists, the wheels of globalization still turn and shape our local, national, and global connections. Through this exploration, this book lifts up examples of global citizenship education done well, across the age spectrum, and in a variety of contexts. The binding factor is the core values, ethics, and moral structure of a world in collaboration toward its larger human and ecological thriving. It unpacks complex topics such as ethical and cultural relativism, accountability and responsibility in a global world, decolonial education and unmaking ideas of "development", and ethical models for community-based global learning and engagement. What voices are missing in the discussion of global learning and global citizenship education?
Note 4.4.3 Designing for Mental Health and Wellbeing: A Safe Online Space
Access Note Access limited to authorized users.
Source of Description Online resource; title from PDF title page (SpringerLink, viewed September 16, 2022).
Added Author Stanlick, Sarah.
Szmodis, Whitney.
Series Sustainable development goals series.
Available in Other Form Perspectives on Lifelong Learning and Global Citizenship.
Linked Resources Online Access
Record Appears in Online Resources > Ebooks
All Resources
Intro
Foreword
References
Contents
Contributors
1 Introduction
Abstract
References
2 The Educator in Global Citizenship Education: Centering Context and Enabling Being
Abstract
2.1 Introduction
2.2 Locating Ourselves: Making the (Often) Invisible, Visible
2.3 Introducing Ourselves as Authors and Educators
2.4 Identity Work for GCE Educators
2.5 Part One: Why Context Matters for Global Citizenship Education
2.5.1 Contesting Global Citizenship
2.6 Positioning Global Citizenship Education

2.7 Contextualising the UCT Global Citizenship Programme (GCP)
2.8 Part Two: Global Citizenship Education in Practice: Why Context Matters
2.8.1 2010 To Mid-2015: Genesis of UCT GCP
2.8.2 Mid-2015 to Mid-2019: Rupture and Maturation of UCT GCP
2.8.3 Mid-2019 to Present: A New Team and Covid-19-A Point of Reflection on Practice
2.9 Relational Engagement and Care in the 'Emergency Remote Teaching' Context
2.10 Creativity and New Opportunities for Thinking About GCE
2.11 Part Three: The GCE Educator-Pedagogy, Practice, and Purpose

2.11.1 Pathways to Entering the GCE Space-Our Individual Journeys
2.12 Our Pedagogical Orientations and Practices-Positioning Ourselves as Educators
2.13 Part Four: Enabling Being-A Reimagined Future for GCE Pedagogy and Practice
2.13.1 Situating and Enabling Being in GCE
2.13.2 Implications for GCE Educators
2.14 Conclusion: Envisioning a Future for Global Citizenship Education-A Paradigm Shift and Questioning Purpose
References
3 Beyond Borders: Employing Empathic Global Citizenship as a Framework for Enhancing Critical Community Engagement
Abstract
3.1 Introduction

3.2 Higher Education Institutions as Drivers of Global Citizenship
3.3 Empathic Global Citizenship: A Theoretical and Practical Framework for Enhancing Critical Community Engagement
3.3.1 The Empathy Component
3.3.2 The Global Citizenship Component
3.4 Leveraging Place, Context, and Resources
3.4.1 The Borderland Institution with a 21st Century Demographic
3.4.2 Integrative Community Engagement
3.4.3 Vignettes of Engagement in Action
3.5 Conclusion and Future Directions
References

4 Creating a Fourth Space for Social Impact Collaborations Across Boundaries: Active Project-Based Learning and Internships for GC Education
Abstract
4.1 Introduction
4.1.1 Background
4.1.1.1 Service Learning and Wise Practice in WIL
4.1.1.2 Co-creation and Ethical Decision-Making
4.1.1.3 Structuring Experiences for Impact
4.2 Creating a Hybridized Fourth Space for the Fourth Industrial Revolution
4.3 Methodology
4.4 Data Collection
4.4.1 Experience Design
4.4.2 Designing Inclusive Online Service Learning Experiences with Impact

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