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Developing Global Citizenship: the challenge of a holistic
approachChris Shiel
Centre for Global Perspectives
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Aim of strategic approach at BU
To enhance the global perspective, the multicultural experience of education and through this, the employability of BU graduates (UK and international).
• Development of approach endorsed in 2005:
‘To ensure that all graduates of BU are aware of and confident in dealing with issues relating to ‘sustainable development’ and ‘global perspectives’.
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Why?
• Building on BU reputation for holistic approach• Leading approach to internationalisation
(Middlehurst & Woodfield, 2007; Caruana & Spurling, 2007)
• Employability – demand shifting (Archer 2005)
• Policy Context:• Putting the World into World-class education (DfES
2003)• Sustainable Development action plan for Education
and Skills • Leitch (2006) ‘ skills of sustainable living and working’• ESD Decade• HEFCE Strategic Review
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A holistic approach to agendas(Shiel & Mann 2005)
Global
Perspectives
Curriculum Extra-Curricular
Global Issues Equity, injustice, poverty, health, climate change, conflict, human rights.
Global Processes Globalisation, anti-globalisation, global governance.
Internationalisation International community, curriculum, intercultural awareness and competencies
Sustainable Development Social, environmental and economic integration, precautionary principle.
Values, attitudes and skills of a global
citizen
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Making sense of contested terms!
A Global Perspective:• Enables people to understand the links between their own
lives and those of people throughout the world• Increases understanding of economic, social and political
forces which shape life• Develops skills, attitudes and values to enable people
working together to bring about change for ‘common good’ and to take control of their own lives
• Works towards a more just and sustainable world where power and resources are more equitably shared
• Sustainable Development: ‘Development which meets the needs of the present without compromising the ability of future generations to meet their needs’ (Brundtland)
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Developing the global citizen
• The Global Citizen is someone who:• Is aware of the wider world and has a sense of their own role as a
world citizen • Respects and values diversity • Has an understanding of how the world works economically,
politically, socially, culturally, technologically and environmentally• Challenges social injustice• Participates in and contributes to the community at a range of levels
from the local to the global• Is willing to act to make the world a more equitable and
sustainable place• Takes responsibility for their actions• (Oxfam (1997) A Curriculum for Global Citizenship)
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‘The frog in the well marvelled at the expanse of water before it. But the frog could not comprehend the ocean outside the well.’ (Chuang Tzu quoted by Leask 2005)
The challenges: Exploring beyond the silo? Moving out of our comfort zone?
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This…
The starting point of the
learner? Getting students to think less about what
popular media suggests is
important…
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And how these things connect?
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Underway…
• The Global University: the role of senior managers (HEFCE funded)
• Skills for Life (DfID funded)
• Proposal to host admin structure/internship for U8 and develop USMF
• Developing a network of partners…..
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