The Global Citizen Conceptualized: Accommodating Ambiguity

Autor/inn/en	Lilley, Kathleen; Barker, Michelle; Harris, Neil
Titel	The Global Citizen Conceptualized: Accommodating Ambiguity
Quelle	In: Journal of Studies in International Education, 21 (2017) 1, S.6-21 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315316637354
Schlagwörter	Citizenship Education; Global Approach; International Education; Higher Education; Outcomes of Education; Specialists; Epistemology; Moral Values; Transformative Learning; Ethics; Futures (of Society); Teaching Methods; Employment Potential; Curriculum; Ambiguity (Semantics); Foreign Countries; Language Usage; Discourse Analysis; Interviews; Administrator Attitudes; Cultural Awareness; Europe; United States; Australia; United Kingdom; New Zealand + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Internationale Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Erkenntnistheorie; Moral value; Ethischer Wert; Pädagogische Transformation; Ethik; Future; Society; Zukunft; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Curricula; Lehrplan; Rahmenplan; Ausland; Sprachgebrauch; Diskursanalyse; Interviewing; Interviewtechnik; Cultural identity; Kulturelle Identität; Europa; USA; Australien; Großbritannien; Neuseeland
Abstract	Universities' aims for educating global citizens are rarely supported by a theoretical underpinning or evidence of outcomes. This study explored how international higher education experts conceptualize the global citizen or related terms representing the "ideal global graduate." A global notion of citizenship was accepted by the majority (24/26) of participants. Four participants used other terms to describe the "ideal global graduate," yet the knowledge, skills, and attitudes described by all participants were highly consistent and provide a close "fit" with the epistemology and ontology of moral and transformative cosmopolitanism. This evidence could suggest that terms describing the "ideal global graduate" are of less consequence than the underpinning values and mind-set they represent. This article suggests that the inevitable ambiguity surrounding the global citizen term could be tolerated. As such, future discourse and research could be directed toward organizational and pedagogical strategies that foster ethical and transformative thinking citizens and work-ready professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01