Institutionalizing Global Citizenship. A Critical Analysis of Higher Education Programs and Curricula.

Autor/inn/en	Aktas, Fatih; Pitts, Kate; Richards, Jessica C.; Silova, Iveta
Titel	Institutionalizing Global Citizenship. A Critical Analysis of Higher Education Programs and Curricula.
Quelle	In: Journal of studies in international education, 21 (2017) 1, S. 65-80Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1028-3153; 1552-7808
DOI	10.1177/1028315316669815
Schlagwörter	Institutionalisierung; Curriculum; Programm; Internationalisierung; Globalisierung; Hochschulbildung; Weltbürger
Abstract	While higher education internationalization efforts have traditionally been associated with the expansion of study abroad experiences, the recruitment of international students and scholars, as well as the growth of area studies and language programs, the past decade has seen an increase in a variety of multi-disciplinary approaches to "global citizenship" programs. These programs typically involve international service learning, international internships, study abroad, and academic study, which all work to provide students with "global" experiences. The aim of these experiences is to enhance students' academic, professional, and personal development and expand their horizons to prepare them to function effectively in the "global" world. Building on Andreotti's concept of critical global citizenship, this study examines how universities institutionalize global citizenship in their curricula by analyzing program mission statements, goals, and curriculum materials. Focusing on degree- and certificate-granting global citizenship programs, the study examines the different ways of conceptualizing "global citizenship" and discusses their implications for social justice and equity at both the theoretical and programmatic levels. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2017/3