Education for Global Citizenship at Universities: Potentialities of Formal and Informal Learning Spaces to Foster Cosmopolitanism

Autor/inn/en	Boni, Alejandra; Calabuig, Carola
Titel	Education for Global Citizenship at Universities: Potentialities of Formal and Informal Learning Spaces to Foster Cosmopolitanism
Quelle	In: Journal of Studies in International Education, 21 (2017) 1, S.22-38 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315315602926
Schlagwörter	Informal Education; Citizenship Education; College Students; Elective Courses; International Cooperation; Student Mobility; Guidelines; Personal Autonomy; Internship Programs; Student Organizations; Foreign Countries; Educational Cooperation; Student Attitudes; Critical Thinking; Program Descriptions; Semi Structured Interviews; Spain; South America + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Collegestudent; Elective course; Wahlkurs; Internationale Kooperation; Internationale Zusammenarbeit; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Richtlinien; Individuelle Autonomie; Berufspraktische Ausbildung; Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Ausland; cooperation; Kooperation; Schülerverhalten; Kritisches Denken; Spanien; Südamerika
Abstract	This article explores how three different learning spaces could be appropriate for developing a sense of global citizenship among university students. We draw on an interview study conducted at the Universitat Politècnica of Valencia (UPV) between 2010 and 2012. The spaces analyzed were two electives devoted to international cooperation, a mobility program that took place mainly in Latin American countries and a student-led university group. We examined the three spaces in terms of expansion of capabilities and agency related to global citizenship and cosmopolitanism using a conceptual framework that synthesizes Nussbaum's and Sen's capability approach with Delanty's critical cosmopolitanism to explore the limits and potentialities of those three spaces. Although the exploratory character of our study cannot allow us to generalize our findings, what we can affirm is each of these areas has the potentiality to enhance global citizenship but with nuances, differences, and complementarities. The electives appear to be good spaces for the critical learning capability, while international mobility (Meridies) is a strong enabler for narrative imagination capabilities. Students belonging to Mueve (student led group) showed elements of these capabilities plus a very strong emphasis on agency, which does not occur in the other two learning spaces. Critical cosmopolitan process happened both in Mueve and Meridies. In the student-led group, this cosmopolitan process begins with the local, while in the internships it was the global encounter that initiates a cosmopolitan reflection. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01