Effects of an International Undergraduate Honors Course on Awareness of Global Justice

Autor/inn/en	Schutte, Ingrid; Kamans, Elanor; Wolfensberger, Marca; Veugelers, Wiel
Titel	Effects of an International Undergraduate Honors Course on Awareness of Global Justice
Quelle	In: Education Sciences, 8 (2018), Artikel 82 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Schutte, Ingrid)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Undergraduate Students; Honors Curriculum; Social Justice; Foreign Countries; Case Studies; Citizenship Education; Experiential Learning; Cultural Awareness; Blended Learning; Course Descriptions; Ethics; Pretests Posttests; Control Groups; Experimental Groups; Student Attitudes; Global Approach; Teaching Methods; Netherlands + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Ausland; Case study; Fallstudie; Case Study; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Experiental learning; Erfahrungsorientiertes Lernen; Cultural identity; Kulturelle Identität; Kursstrukturplan; Ethik; Schülerverhalten; Globales Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Niederlande
Abstract	How can undergraduate students be prepared for global citizenship? This question was investigated in a mixed-methods case study of an international, blended one-semester course. Undergraduate honors students (N = 22) from the USA and the Netherlands collaborated to explore what it means to be a member of the global community. Curriculum guidelines from the social justice oriented education for global citizenship were used to analyze the course's program and focus the case study. The research questions were as follows: (1) How did the course relate to the curriculum guidelines? (2) What and how did students learn from the course? Analyses of the program showed that the course partly reflects the social justice oriented global citizenship education, in particular by addressing intercultural sensitivity and experiential learning. Quantitative measures in a pre-post design with control groups (N = 40) showed some growth in ethical sensitivity and social awareness. Qualitative measures indicated that participants developed a broader view on society and demonstrated a more open and active attitude towards others after the course. Experiential learning was considered a powerful aspect of the pedagogical approach. The results are discussed in relation to a developmental process whereby students gain awareness of global justice issues. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01