GloCal Service Learning.Contextualized education critical approach in the construction of

university-community engagement and global citizenship

Nicola Andrian, PPGESA - Universidade do Estado da Bahia (UNEB), Brazil

1. Research and exchange programme: Intereurisland (Andrian, 2020)

Programme national and international networks

Programme dimensions

2. I international cyber encounter of university students(November 17, 2020 )

112 participants from

18countries:

Albania, Argentina, Australia, Brazil, Colombia, Dominican Republic, Guatemala, Iraq, Israel, Italy, Mexico, Mozambique, Nigeria, Romania, Spain, Serbia, United States and Venezuela

"Contextualized education is when knowledge is constructed from reality, events and facts that mark a particular circumstance. It is necessary to fully understand a reality in its various aspects and elements that are present in its environment" (A.)

Do you know the concept of ‘Contextualized education’?

In your opinion, is ‘Contextualized education’ (or can it be) relevant in a perspective of openness /relationship between Global and Local and vice – versa?

“The problem today is to define the concept of ‘context’ where face-to-face local reality merges with global virtual reality” (B.)

Initial questionnaire material (I international cyber encounter of university students)

Cont

extu

alize

ded

ucat

ion

a “[…] diverse family of instructional strategies designed to more seamlessly linkthe learning of foundational skills and academic or occupational content byfocusing teaching and learning squarely on concrete applications in a specificcontext that is of interest to the student“ (Mazzeo, 2008)

“[...] an education that brings in its educational practices the challenge ofexercising contextualization and interdisciplinarity as a strategy to counteractthe evils of modern pedagogy that was guided by the principles of neutrality,abstract formality and the universality of knowledge and practices.”“[...] cannot be understood as the space of imprisonment of knowledge, or evenin the perspective of a localist education, but as one that is built at theintersection of culture – school – society – world.”.(Reis, 2010)

Context: from the Latin CONTÈXTUS, p.p. of CON-TÈXERE, weaving together,intertwining. (Etymological dictionary ETIMO)

3. Bibliographic review

Glo

caliz

atio

n

The term was modelled on the Japanese word “dochakuka”, which originallymeant adapting farming technique to one’s own local condition. In thebusiness world the idea was adopted to refer to global localization.The term “glocal” and the process noun “glocalisation” are “formed bytelescoping global and local to make a blend.” (Khondker, 2005)

Glocal: glocal ‹ġlóukël› adj., Ingl. [comp. of glo (bal) "global" and (lo) cal"local"]. - Of attitude, politics, vision, which focuses simultaneously on theglobal or planetary dimension and on the local one. (Treccani)

According to Wordspy, glocalisation means “the creation of products orservices intended for the global market but customized to suit the localcultures.”

“The local has been globalized; just as the global has been localized. Thus,the idea of the local and the global standing in a dialecticalrelationship does need discussion here; for at least theemphasis on dialecticity acknowledges the complicity ofthe connection between the local and the global.”(Robertson, 2003)

n.49 publications that use the expression “Global Service Learning” in the titlen.01 publications that use the expression “Glocal Service Learning” in the title

“In this delicate historical period, […] it is considered necessary to promote an education in pro-social citizenship, for the development of ethical communities in openness and connection with the world” (Aramburuzabala P., Lázaro P., 2020)

“Never before has there been a need to join efforts in a broad educational alliance to form mature people, capable of overcoming fragmentation and contrasts and reconstruct the tissue of relationships for a more fraternal humanity.” (Pope Francis - Global Educational Pact, 2019)

Mission?

In dealing with the antithesis dialogue - antidialogue, an authentic, liberating relationshipcannot be a concession of 'false generosity' or much less a tactic used, a slogan, for domination. "Adialogue as an encounter between human beings for the 'pronunciation' of the world isa fundamental condition for real humanization.“ (Freire, 1983)

Critical approach?

Desire?

GloCal not as an antithesis (antidialogue) between Global and Local but as a new paradigm of approach to the inter-connection (dialogue) between these two (and more) different dimensions.

Contribute to the development of the Global Educational Pact (Pope Francis) …

“Creating and developing authentic relationships, such as 'Space' and 'Time' of encounter, dialogue and potential constant mutual contamination. Relationships that refer to "working together", to feeling and being part of a collective of people, at different levels between the local and the global, who can 'educate' themselves and change / build reality in communion. (Andrian, 2020)

Challenges?

Tracing new paths that lead to 'living' some borders as spaces of crossing, meeting and exchange, de-constructing and re-constructing relationships and dialogue between:

South and North of the world,

Local and Global,

Homogeneity & Centralization and heterogeneity & decentralization

Universities and Communities,

Banking model of education (teaching and book-based knowledge) and a problem-posed and critical education (generated and experienced in the field).

How?

Develop an international network of local Hubs, where each hub presents its specificity in relation to local sustainable development

Possible Brazilian local Hub (in progress)

Possible specificities: Contextualized education, Human rights, racism (indigenous peoples and quilombola), educational relationship in extra-

curricular contexts.

Development of a local network and participatory local governance through GloCal Service-Learning projects and social responsibility between community and university.

Facilitation and training courses/paths on:• Non-Violent Communication• Peace• Global citizenship "[...] means a sense of belonging to a wider community and a shared humanity, political, economic, social and cultural interdependence and an interweaving of the local, the national and the global." (Global Citizenship Education - Learning Themes and Objectives, UNESCO and Center for International Cooperation, 2018)

How?

Implementing a student mobility plan between the different hubs anddeveloping intercultural and peer education activities

"First thing to do is to go there and alphabetize yourself with their alphabet.“ (Freire)

GloCal: First of all, to facilitate the knowledge of the respective languages (for example Italian and Portuguese) and not to work with a third language that is not your own (for example English)

How?

In each Hub, developing interactive educational laboratories (in S.L. projects) with the participation of people from the community and the university, including foreign students.

GloCal: Space and Time of relationship

How?

Using Photovoice methodology

Photovoice is a community-based participatory research method that encourages participants to document and share their impressions and ideas through photographic images.

Photovoice helps reveal real-life experiences and perceptions, which can be especially helpful in understanding the context of one’s culture. This knowledge can create more effective frameworks for international communications among students. (Rania, Migliorini, Rebora & Cardinali, 2014)

Research?

With an Embedded Case Study (Scholz & Tietje, 2002), a research will analyze:

1. Quality and impact of service-learning projects (in universities and communities)

2. Critical deepening of intercultural dialogue

3. Change of attitude (openness) towards other cultures and

4. Development of a Global citizenship

Obrigado … GrazieNicola Andrian

Info Intereurisland: http://intereurisland.blogspot.com/

E-mail: nicola.andrian@gmail.com – nandrian@uneb.br

“The feeling was that of finding myself within a kaleidoscope of relationships, activities,reflections and awareness, which gave life to a wider and more critical, more tolerantand inclusive, warmer and more human vision of the world”(UNIPD international exchange experience final report - D’Attis, 2019)

To be part of the change together and to 'breathe the world’, we invite you to participate at the2nd International Cyber Encounter of University Students (November 17th, 2021)

http://intereurisland.blogspot.com/2021/09/ii-cyber-incontro-internazionale-di.html

Rref

eren

ces

Andrian N. (2020). Do local ao Global. A educação contextualizada e o diálogo intercultural na proposta deinternacionalização da extensão INTEREURISLAND no PPGESA. In 1° Colóquio Brasil Itália. Revista ComSertões –Juazeiro-BA, v.8, n.1, janeiro-junho 2020, pp.66-88.

Aramburuzabala P., Lázaro P. (2020) Service-Learning as a Tool for Educating for a Global Citizenship. InAramburuzabala P., Ballesteros C., García-Gutiérrez J., Lázaro P. The role of Service-Learning in the construction of aglobal citizenship. UNED, pp. 17-21.

D’Attis I. (2019) Il mio caleidoscopio brasiliano. Report finale dell'esperienza di tirocinio professionalizzante di IleniaD'Attis. In Progetto BEA: http://progettobea.blogspot.com/2019/05/il-mio-caleidoscopio-brasiliano-report.html

Freire P. (1983). Extensão ou comunicação. 8ª Ed. Rio de Janeiro: Paz e Terra.

Khondker H.H. (2005). Globalisation to Glocalisation: A Conceptual Exploration. In INTELLECTUAL DISCOURSE,Research Notes, Vol 13, n.2, 2005, pp.181-199.

Patel, F. & Lynch, H. (2013). Glocalization as an Alternative to Internationalization in Higher Education: EmbeddingPositive Glocal Learning Perspectives. In International Journal of Teaching and Learning in Higher Education, 2013,Volume 25, Number 2, pp. 223-230,

Rania, N., Migliorini, L., Rebora, S. & Cardinali, P. (2014). Enhancing critical dialogue about intercultural integration:The Photovoice technique. In International Journal of Intercultural Relations, ELSEVIER, Vol.41, 2014, pp. 17-31

Reis E. (2010). Educação para a convivência com o semiárido: desafios e possibilidades. In Sousa e Silva C.M., Lima E.,Cantalice M.L., Alencar M.T., Silva W.A.L. Semiárido Piauiense .. Educação e contexto. Campina Grande-PB.

Robertson R. (2003). The Conceptual Promise of Glocalization: Commonality and Diversity. In Proceedings of theInternational Forum on Cultural Diversity and Common Values. Seoul, 2003, pp. 76-89 (in Engish) and pp. 66-75 (inKorean).

SANTO PADRE F. (2019) MESSAGE OF HIS HOLINESS POPE FRANCIS FOR THE LAUNCH OF THE GLOBAL COMPACT ONEDUCATION. Dicastero per la Comunicazione - Libreria Editrice Vaticana.

Scholz, R. W. & Tietje, O. (2002). Embedded Case Study Methods: Integrating Quantitative and Qualitative Knowledge.London: Sage Publications Inc. ISBN 0-7619- 1946-5

UNESCO (2018) Global Citizenship Education - Learning Themes and Objectives. Paris: Center for InternationalCooperation.

https://www.researchgate.net/

https://xwecsab.wixsite.com/unebdch3

http://intereurisland.blogspot.com/