"Going Glocal": A Qualitative and Quantitative Analysis of Global Citizenship Education at a Dutch Liberal Arts and Sciences College

Autor/inn/en	Sklad, M.; Friedman, J.; Park, E.; Oomen, B.
Titel	"Going Glocal": A Qualitative and Quantitative Analysis of Global Citizenship Education at a Dutch Liberal Arts and Sciences College
Quelle	In: Higher Education: The International Journal of Higher Education Research, 72 (2016) 3, S.323-340 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-015-9959-6
Schlagwörter	Higher Education; Qualitative Research; Statistical Analysis; Transformative Learning; Teaching Methods; Liberal Arts; Foreign Countries; Program Development; Cultural Awareness; Equal Education; Educational Innovation; Citizenship Education; Local Issues; Global Approach; Field Trips; Interviews; Namibia; Netherlands + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Statistische Analyse; Pädagogische Transformation; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Programmplanung; Cultural identity; Kulturelle Identität; Instructional innovation; Bildungsinnovation; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Globales Denken; Exkursion; Interviewing; Interviewtechnik; Niederlande
Abstract	Over the past decades, more and more institutions of higher learning have developed programs destined to educate students for global citizenship. Such efforts pose considerable challenges: conceptually, pedagogically and from the perspective of impact assessment. Conceptually, it is of utmost importance to pay attention to both structural inequalities and intercultural competencies, to emphasize both differences and similarities. In addition, there is the need to increase awareness of the dialectics between the global and the local. Pedagogically, this calls for transformative learning, with an emphasis on attitudes and skills, in addition to knowledge alone. Once objectives have been defined and translated pedagogically, such programs call for an assessment of the degree to which they have been met. In this light, this article describes the conceptualization and pedagogics of an innovative project, "Going Glocal," designed at a Dutch liberal arts and sciences college on the basis of these premises and its impact on the university students concerned. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01