Modelling the Global Citizen as Being-in-the-world

David KillickLeeds Metropolitan University

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“It has been argued that there is a lack of consensus surrounding the concept of global citizenship and global citizenship education in UK higher education. A lack of definition contributes towards incoherent and often contradictory goals which make it difficult to understand the impact of teaching and learning in the field.”

Caruana, 2010: 51.

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A global citizen is somebody who…

• …is open to new experiences, embraces diversity and “feels at home” wherever (s)he may be.

• …is interested in life beyond their horizons and is keen to experience different perspectives in order to make sense of their own.

• …can communicate when no language is shared.• …takes account of diversity in actions, practices,

behaviours.• …makes an effort to understand the cultural

implications surrounding how/why people act and behave in a certain way in different situations.

• …has awareness of global current affairs and events, and experience of living/working with those from other cultures + nations. They embrace the differences between cultures.

• … is open to new experiences.• …has a cosmopolitan view of their discipline and

its place within the wider issues such as historical, political and environmental contexts.

A key attribute,

characteristic,

capability, etc

Seminar Outline

• Introduction – some of the contexts surrounding this seminar topic

• Propositions – some considerations which underpin the model of GC being proposed in this seminar

• An outline model of the GC• Bringing it all back home

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Introduction – some of the contexts surrounding this seminar topic

• The contexts for the GC - The personal/social consequences of globalisation

• The place of GC in (higher) education/ the private/public role of higher education

• The focus of current predominant representations of GC

• The relationship between GC and national citizenship

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The contexts for the GC - The personal/social consequences of

globalisation

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The contexts for the GC - The personal/social consequences of

globalisation

“…the sense of spatial distance which separated and insulated people from the need to take into account all the other people which make up what has become known as humanity has become eroded.”

Featherstone (1993: 169)

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The contexts for the GC - The personal/social consequences of

globalisation• direct contact with the ‘other‘ – for example through

international tourism, multinational work teams, and migrant workers;

• indirect contact with the ‘other‘ – for example through internationally-based customer services, multinational company HR policies and practices, participation in virtual worlds and global social networks, and the consumption of culturally marked ‘life-style‘ goods; and

• intellectual and aesthetic exposure to the ‘other‘ – for example through media focus on and utilisation of ‘exotic‘ cultures, international aid appeals, and the growth in the world-music industry.

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The contexts for the GC - The personal/social consequences of

globalisation

• “…ever changing demographic profiles and cultural inflows”(Alibhai-Brown, 2001: 51),

• “…everywhere shot through with the woof of human motion” Appadurai, 2006/1966: 182)

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The contexts for the GC - The personal/social consequences of

globalisation

“The most certain prediction that we can make about almost any modern society is that it will be more diverse a generation from now than it is today”(Putnam, 2007: 137).

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The contexts for the GC - The personal/social consequences of

globalisation

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11Photo Source: “liquid modernity” by centralasian at: http://www.flickr.com/photos/centralasian/4394533974/

• uncertainty• unpredictability• challengeability, and• contestability (Barnett, 2000a: 63).

The place of GC in (higher) education/ the private/public role of higher

education • Current drivers & perspectives?• Your institution/discipline?• Your students?• Your own inclinations?

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The place of GC in (higher) education/ the private/public role of higher

education Universities have a legitimate responsibility to

prepare their students to lead authentic lives amidst the present and future world(s) which they will inhabit.

“…to lead the lives they have reason to value and to enhance the real choices they have” (Sen, 1999: 293).

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The focus of current predominant representations of GC

• Normative – often with problems such as:– Strong/exclusive focus on agency – skills,

knowledge, taking action– Elitist in required scope and/or performative

demands– Universalist– Morality-based

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Oxfam … see a Global Citizen as someone who…(many of these illustrate the problems on

previous slide)• 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;

• is outraged by social injustice;• participates in and contributes to the community at a range

of levels from local to global;• is willing to act to make the world a more sustainable place;• takes responsibility for their actions.

Source: http://www.oxfam.org.uk/education/gc/what_and_why/what/

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Types or categories of Global Citizen

• Global Cosmopolitans – individuals with an ideology of openness to other cultures/peoples (often derived through extensive international travel) ;

• Global Activists – campaigners for (e.g.) human rights, environmental protection etc;

• Global Reformers – advocate for global governance/ legal institutions;

• Global Managers – often involved with (e.g.) UN etc to resolve borderless problems;

• Global capitalists – multinational corporate executives.Source: Schattle, 2009:6 (based on Urry, 2000 & Falk, 1994)

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The relationship between GC and national citizenship

• Rights & duties• Legal/governance

structures• Excluding categories

(For example: Crossley….

“The citizen in the information age requires a different range of skills and taken-for-granted knowledge to his/her predecessor and those required skills and assumptions are constantly shifting. Without these skills individuals cannot properly perform their citizen role. They lack the knowledge which would allow them to choose and argue on public-political issues and are therefore excluded from full citizenship.”

(Crossley, 2001: 40)

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The relationship between GC and national citizenship – a more person-

based model“Upon what is citizenship based? In discussions

about rights and responsibilities, obligations and entitlements, belonging and participation, a set of questions keeps insisting: how does one imagine oneself in connection with a community, a culture or a nation?”

(Frosh, 2001: 62)

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The relationship between GC and national citizenship

“… the answer to why we act at all is in order to promote our concerns; we form ‘projects‘ to advance or to protect what we care most about” (Archer, 2007: 7).

“… the individual maintains himself as a citizen only to the degree that he recognizes the rights of everybody else to belong to the same community” (Mead, 1967: 270).

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Review – some of the contexts surrounding this seminar topic

• The contexts for the GC - The personal/social consequences of globalisation

• The place of GC in (higher) education/ the private/public role of higher education

• The focus of current predominant representations of GC

• The relationship between GC and national citizenship

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Propositions – some considerations which underpin the model of GC being

proposed in this seminar #1

Ontological & epistemological stance – lifeworld ‘being’ (and ‘becoming’ – learning as lifeworld change);

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Ontological & epistemological stance – lifeworld ‘being’ (and ‘becoming’ – learning as lifeworld change)

Participant discussion points:

• How does embodiment apply to the lifeworld?• One dimensional - “Mental” models inadequate • “learning” can also mean (mis)understanding

something ‘worse’ e.g. reinforced stereotypes• Unpreparedness of inbound & outbound students

& home student for the ‘multicultural’ university• International student schemes of “British”

education

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Propositions – some considerations which underpin the model of GC being

proposed in this seminar #2

How we proceed through daily existence is largely by an ‘unexamined flow’, subconscious coping with the ready-to-hand ‘equipment’ of our familiar world(s);

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How we proceed through daily existence is largely by an ‘unexamined flow’, subconscious coping with the ready-to-hand

‘equipment’ of our familiar world(s)Participant discussion points:

• Links to construct of ethnocentrism• Learning occurs when the flow is

disturbed/interrupted (e.g. students on mobility, but also the ‘ethnoscapes’ of diverse world

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How we think, feel and act in the world is founded in how we each identify ourselves to ourselves – my LW representation of myself/ a meta-scheme in ABC dimensions;

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Propositions – some considerations which underpin the model of GC being proposed in this seminar #3

How we think, feel and act in the world is founded in how we each identify ourselves to ourselves – my LW representation of myself/ a meta-scheme in

ABC dimensions – Participant discussion points:

• Also notions of how we see others, how we see the world, etc

• A personal heuristic of - Seeing myself as someone who changes my behaviour to meet the expectations of ‘others’

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Propositions – some considerations which underpin the model of GC being

proposed in this seminar#4

Self-identity is constructed in biography, and significantly shaped by/through social interaction among my in-group(s); significant in this are attitude heuristics of the self and the other;

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Participant examples of Heuristics of the self & of the other

SELFI am the kind of person who • … leaves things to the last

minute• …never thinks people are

interested in my opinions• …is always right• …finds difference

interesting• …lacks confidence among

strangers

OTHER• People with

accents/speak ungrammatically are ignorant

• People who drop litter are badly brought up

• People who drink excessively are anti-social

• People who are different are not to be trusted

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Propositions – some considerations which underpin the model of GC being

proposed in this seminar #5

Self-identity and agency are intimately bound, but how I see myself in relation to the world is what drives the will to act, the inclination to apply agency in one way as opposed to another;

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Propositions – some considerations which underpin the model of GC being

proposed in this seminar #6

The personal/social consequences of globalisation necessitate a sense of self-in-the-world in which I can identify myself as one dwelling among alterity if I am to find any fixity in the flow.

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An outline model of the GC

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Lived-experience as narrated

• The project:– 14 UK undergraduates, several disciplines– Range of mobility ‘types’– Range of personal/accommodation circumstances– Pre-, mid-, post- experience interviews: c215,000

words of transcript– Phenomenological approach to data exploration

(‘truth’ of the lifeworld experience)

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Leeds Metropolitan University37

‘Special relationships’• Type one – The

‘significant other’

• Type two – the “internationals”

Down’s syndrome

Immigrant flatmates

Aboriginal heritage

Pole dancer

Australian country girl

?

!

“…when you go over to a new country, you‘re open-minded with regards to what to expect. You don‘t throw your culture down their face, because you think they‘re doing it wrong. You have to have an open mind with regard to adapting to their culture because you‘re in their country” [Christine]

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“I think global citizenship is just the way you are. There are some people who are more open to new ideas, and new cultures. So, on a personal level, I don‘t even really see myself as a global citizen. I see myself as me, but I am an individual who is prepared to listen to somebody else, and I‘m prepared to accept any other culture that is different from mine. And even if it has a different ideological viewpoint, I‘ll still respect their opinion.” [Paula]

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Bringing it all back homeThe globalising world challenges our sense of identity.We may seek to lives without fixity – but self identity theory & our lived-

experience suggest this is not adequate to an authentic for of human being

Global citizenship as identity could offer a secure ‘anchor’ – such identity as “self-in-the-world” is one of ease dwelling among alterity

Students on international mobility & plunged into an ‘intense’ lived-experience of dwelling among alterity

The researched students found new community (with significant others and with international students) which extended their sense of themselves in the world.

These experiences were NOT necessarily integral to international mobility – we could seek to replicate on campus.

Requires a university to be truly international/diverse – a whole environment into which ALL students need to come to dwell.

The curriculum has a vital role to play in this – but cannot build community & a sense of self within that community alone.

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