Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Guimarães, Felipe Furtado; Finardi, Kyria Rebeca

doi:10.1080/14767724.2021.1875808

Cited by 37 publications

(49 citation statements)

References 56 publications

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“…We consider COIL as offering such a transformative Third Space, which can use digitalization as a complementary strategy to foster understandings between and amongst disciplines and cultures, working collectively to address societal challenges. Such transformation includes promoting a conceptualization of global citizenship (e.g., Guimarães & Finardi, 2021) that acknowledges complicity in colonial violence (see Stein, 2017), thus fostering understanding between and amongst different cultures working collectively to address societal challenges. Leask and Bridge (2013) presented a framework explaining alternative constructions of an internationalized curriculum, highlighting the complexity of internationalization with prompts for considering alternate paradigms in legitimizing different perspectives.…”

Section: Informing Literaturementioning

confidence: 99%

Knowing, Being, Relating and Expressing Through Third Space Global South-North COIL: Digital Inclusion and Equity in International Higher Education

Wimpenny

Finardi

Orsini-Jones

et al. 2022

Journal of Studies in International Education

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This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education curricula to interrupt western hegemony and open up spaces in which “otherwise” ways of knowing, being, relating and expressing can thrive. We consider COIL as a Third Space within which academics can help facilitate the different intellectual, emotional, and socio-cultural positionings of Global South-North students and reflect on how meaning-making and engagement can be transformed as a result of this dialogue. We also recognize how the digital environment as a Third Space can be experienced as inaccessible and troublesome and make suggestions on how South-North digitalization practices can be designed to address access and inclusion needs of students and academics.

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Section: Informing Literaturementioning

confidence: 99%

Knowing, Being, Relating and Expressing Through Third Space Global South-North COIL: Digital Inclusion and Equity in International Higher Education

Wimpenny

Finardi

Orsini-Jones

et al. 2022

Journal of Studies in International Education

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“…Finally, it is relevant to recognise that ESD, in its broader meaning, requires a conscious and continuous effort by education institutions. It necessitates a curriculum reform as well as the creation of spaces, both physical and virtual, where ESD can happen, and students can participate actively, also using non-formal education methods and innovative learning tools (Guimarães & Finardi, 2021).…”

Section: Perspectives In Educationmentioning

confidence: 99%

Inclusion and education to sustainable development: The experience of the University of Siena

Viviani

2022

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According to SDG 4.7, by 2030 all learners will "acquire the knowledge and skills needed to promote sustainable development, including through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture's contribution to sustainable development". Since 2009, with the establishment of the Working Group on Good Practices for Sustainable Development at the University of Siena has worked to raise awareness and promote good practices for the sustainable development: the campus became carbon neutral, it encouraged sustainable mobility, it tried to put the 2030 Agenda goals into practice, and it expanded the educational activities on sustainability themes. This paper will focus on the educational proposals of the University of Siena with specific reference to the promotion of inclusive societies and development of skills in sustainable development (SD) and global citizenship. In this context the University of Siena has activated courses and participates into projects to promote dialogue on the above-mentioned issues, to ensure a more sustainable future. Along this pattern, for example, the University of Siena has organized two multidisciplinary courses on sustainability and gender discrimination and violence. In order to increase sustainable development competencies for students and staff, it promotes practices on sustainability internally as well as in its relationship with other stakeholders. The University, through its project EDU4SD, addressed to schools, aims at disseminating Agenda 2030 SDGs to promote EU values and fundamental rights through educational tools based on empathy and emotional intelligence. All these experiences demonstrate the potential of a multidisciplinary and holistic approach to SD education, based on non-formal and transformative learning methodologies to enhance inclusive societies.

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“…Thus, English appears as the main L2 for internationalization despite the possibility of South-South cooperation with the use of other languages to build a ThirdSpace where the Global South has more voice in (Finardi & Guimarã es, 2020;Guimarã es & Finardi, 2021). Also, it is important to bear in mind decolonial warnings such as the one posed by Castro-Gomé z (2017) to question the production of knowledge globally so that it does not perpetuate colonial hierarchical relations.…”

Section: Data Triangulationmentioning

confidence: 99%

English as a Medium of Instruction in Brazil: Evidence from UFES

Taquini¹,

Finardi²

2021

SELT

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The study reflects on the role of additional languages (L2) in the process of internationalization of higher education by analyzing the role of L2 in general and English in particular in the process of internationalization of a federal university in Brazil (UFES). More specifically, the study seeks evidence of the role of L2 and English in the process of internationalization at UFES by analyzing its offer of courses reported in the Guide EMI 2018-2019 in contrast with data from the self-declared L2 proficiency of professors linked to postgraduate programs (PPGs) in that institution. The literature review includes studies on the role of L2 in the process of internationalization in Brazil and at UFES. The methodology is mixed, triangulating quantitative and qualitative data of the offer of L2 courses at UFES with the reported proficiency levels of professors. The analysis of the data suggests that English has a hegemonic role in the internationalization process in general and at UFES in particular. Since other L2 possibilities have been found in that institution, the study suggests alternative language policies to stimulate the use of other L2 apart from English to foster a more multilingual internationalization process in that context.

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Global citizenship education (GCE) in internationalisation: COIL as alternative Thirdspace

Cited by 37 publications

References 56 publications

Knowing, Being, Relating and Expressing Through Third Space Global South-North COIL: Digital Inclusion and Equity in International Higher Education

Knowing, Being, Relating and Expressing Through Third Space Global South-North COIL: Digital Inclusion and Equity in International Higher Education

Inclusion and education to sustainable development: The experience of the University of Siena

English as a Medium of Instruction in Brazil: Evidence from UFES

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