Teaching Global Citizenship brings together perspectives from former and current teachers from across Canada to tackle the unique challenges surrounding educating for global awareness. The contributors discuss strategies for encouraging young people to cultivate a sense of agency and global responsibility. Reflecting on the educator’s experience, each chapter engages with critical questions surrounding teaching global citizenship, such as how to help students understand and navigate the tension at the heart of global citizenship between universalism and pluralism, and how to do so without frightening, regressing, mythicizing, imposing, or colonizing. Based on narrative inquiry, the contributors convey their insights through stories from their classroom experiences, which take place in diverse educational settings: from New Brunswick to British Columbia to Nunavut, in rural and urban areas, and in public and private schools.
Covering a broad range of topics surrounding the complexity of educating for global citizenship, this timely text will benefit those in education, global citizenship, curriculum development, and social studies courses across Canada.
FEATURES
grounded in narrative inquiry, experiential learning, and teacher-based research
includes study questions at the end of each chapter
written by teachers for teachers with the accessibility of the material, diverse
voices, and a broad spectrum of classroom settings in mind
Introduction, by Lloyd Kornelsen, Geraldine Balzer,andKaren M. Magro
Section I: Knowing and Doing: What Is Global Citizenship, and How Might We So Educate?
Chapter 1: Encouraging Literacies of Compassion and Critical Insight: Working Toward Global Citizenship Education, by Karen M. Magro
Chapter 2: Global Problems Require a Global Citizenry: The Case for Teaching Global Citizenship, by Paul OrlowskiandGhada Sfeir
Chapter 3: The Stories We Tell About the World: Theory and Narrative in the Global Citizenship Classroom, by Jennifer Chapman
Chapter 4: The Place of Local in a Global World: Two Teachers Transact in their Reading of Seedfolk, by Cynthia M. MorawskiandCatherine-Laura Dunnington
Chapter 5: Opening Doors: Lessons on Global Citizenship from the Friendly Skies to the Inclusive Classroom, by Heidi ReimerandKen Reimer
Section II: Being: As Teachers of Global Citizenship, What Are Our Responsibilities?
Chapter 6: Continuing the Work of Transformative Teaching: Offering Students Global Citizenship, by Larry Paetkau
Chapter 7: Curriculum Encounters: Extending Understandings of Self and Other in a Global World, by Timothy Skuce
Chapter 8: Global Citizenship in Rural Canada: Demographic Changes and Opportunities, by Lyle Hamm, Matt Maston, andJohn McLoughlin
Chapter 9: Teasing Threads: (Dis-)Entanglement of a Global Studies Classroom, by Timothy S. Beyak
Section III: Living Together: What Is the Impact of Canada’s Colonial History on Teachers, Students, and Schools?
Chapter 10: Where in the World is Neuschwanstein? A Postcolonial Reflection on Global Citizenship and Geographic Isolation, by Geraldine Balzer
Chapter 11: Beyond the Bake Sale: Redefining Global Issues for At-Risk Youth, by Pamela M. Schoen
Chapter 12: Ethics, Relationality, and Global Citizenship Education: Decolonial Gestures Within Complicity, by Jeanie Kerr
Chapter 13: Thomas and Me: Complicity, Complexity, and Teaching, by Marc Kuly
About the Contributors
Biography
Lloyd Kornelsen is an Associate Professor of Education and the Director of the Human Rights Program at the University of Winnipeg. He was a secondary school teacher for 25 years and was presented the Manitoba Education Research Network award in 2013.
Geraldine Balzer is an Associate Professor of Curriculum Studies in the College of Education at the University of Saskatchewan. Her research focuses on decolonization and social justice.
Karen M. Magro is Professor of Literacy Education, Adult Learning, and Applied Psychology in the Faculty of Education at the University of Winnipeg. She holds over 30 years of national and international teaching experience, with a special focus in refugee and newcomer education, transformative learning theory, adult literacy, and social justice education.
“The contributors to Teaching Global Citizenship have produced a treasure trove. Their abiding commitment to improving their practices, for assuming responsibility for humanity’s future, and for making the world more hospitable for the colonized and underserved are inspiring. Unflinchingly confronting the complexities of global citizenship and their own complicities for current realities, they reinforce that there can be no justice without empathy. Simply a great resource for educators who care about our world!”
—John R. Wiens, Dean Emeritus, Faculty of Education, University of Manitoba, and Teacher, Principal, Superintendent, and Professor
“Kornelsen, Balzer, and Magro bring together the experiences and perspectives of classroom teachers, scholars, and those who work with preservice teachers to theoretically and conceptually explore global citizenship. This text is accessible, timely, and a valuable Canadian contribution to the fields of global citizenship and teacher education.”
—Marcea Ingersoll, Associate Professor and Director, School of Education, St. Thomas University
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