Global perspectives for global professionals in the UK: engaging students within engineering and health

Blum, Nicole; Bourn, Douglas

doi:10.1080/03057925.2013.746555

Cited by 10 publications

(9 citation statements)

References 14 publications

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“…Authors from a critical democratic vein advocate a stronger critical democratic discourse, so that this discourse can function as a counterforce to the now dominant neoliberal one (Blum & Bourn, 2013;Thanosawan & Laws, 2013). Although acknowledging the intertwined way in which these two discourses appear, researchers tend to posit both discourses as opposite, and invite us to choose the side of critical democracy.…”

Section: Critical Democracy As An Antidote To Neoliberalismmentioning

confidence: 97%

An ideology critique of global citizenship education

Pais

Costa

2017

Critical Studies in Education

154

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In the last two decades, global citizenship education (GCE) has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing internationalisation of education, framed as an answer to the growing globalisation and the high values of citizenship. These developments, however, have created issues, due to the presence of two conflicting discourses. While the discourse of critical democracy highlights the importance of ethical values, social responsibility and active citizenry, a neoliberal discourse privileges instead a market-rationale, focused on self-investment and enhanced profits. These two discourses are not separated; they rather appear side by side, causing a confusing effect. This article aims to analyse GCE as an ideology, unveiling not only its hidden (discursive) content but also the role played by non-discursive elements in guaranteeing the coexistence of antagonistic discourses. It will be argued that not only the critical democratic discourse does not offer any resistance or threat to the neoliberal structuring of higher education, but also this discourse can function as an apologetic narrative that exculpates all of us who still want to work in universities, notwithstanding our dissatisfaction with their current commodification. ARTICLE HISTORY

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Section: Critical Democracy As An Antidote To Neoliberalismmentioning

confidence: 97%

An ideology critique of global citizenship education

Pais

Costa

2017

Critical Studies in Education

154

View full text Add to dashboard Cite

show abstract

Section: Critical Democracy As An Antidote To Neoliberalismmentioning

confidence: 99%

An ideology critique of global citizenship education

Pais¹,

Costa²

2020

Freud, Lacan, Zizek and Education

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In the last two decades, global citizenship education has become a catchphrase used by international and national educational agencies, as well as researchers, to delineate the increasing internationalisation of education, framed as an answer to the growing globalisation and the high values of citizenship. These developments, however, have created issues, due to the presence of two conflicting discourses. While the discourse of critical democracy highlights the importance of ethical values, social responsibility and active citizenry, a neoliberal discourse privileges instead a market-rationale, focused on self-investment and enhanced profits. These two discourses are not separated; they rather appear side by side, causing a confusing effect. This article aims to analyse global citizenship education as an ideology, unveiling not only its hidden (discursive) content, but also the role played by nondiscursive elements in guaranteeing the coexistence of antagonistic discourses. It will be argued that not only the critical democratic discourse does not offer any resistance or threat to the neoliberal structuring of higher education, this discourse can function as an apologetic narrative that exculpates all of us who still want to work in universities, notwithstanding our dissatisfaction with their current commodification.

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“…This is the backdrop in which international study has developed at UU for CYW students. The development of international placement opportunities was less influenced by ideas and literature on intercultural competence, global citizenship and internationalising the student (Blum & Bourn, 2013;Duffy et al, 1999;Standage & Randall, 2014;Allison & Von Wald, 2010). Its development relates to the rewards which international engagement might reap for the Northern Ireland peace-building agenda.…”

Section: The Northern Ireland Contextmentioning

confidence: 99%

'Different Ways of Looking': A Study of Personal, Professional and Civic Rewards from International Work-Based Learning Experiences for Community Youth Work Students at Ulster University, Northern Ireland

Ardle¹,

Henry²

2018

CYD

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Northern Ireland is emerging from a 30-year local conflict, with new democratic local structures and a new landscape for civic engagement having been established. Community youth workers are well positioned to nurture these new political and civic structures; however, after decades of insular living and thinking, global skills and attitudes are acutely needed. This study gauges the extent to which the international placement of Ulster University (UU) students can help build a population who is “forward- and outward-looking” and how these students’ new perspectives, skills and knowledge can be used for and beyond a “new” Northern Ireland. This mixed-methods study explores the impact of international student placements and their effectiveness in fostering “global-ready citizens”. Findings from this study suggest that the preparation phase must attend equally to both the fear and the opportunities of internationalisation that face the departing student. The study also points to key elements needed in the preparation of students to develop their role as cultural nesters rather than cultural visitors (in their new context). The study illustrates an alignment between the development of intercultural competence and the vocational competence of the community youth work profession. This natural alignment suggests that community youth work students and professionals could further embrace and extend their intercultural skills abroad and their multicultural competence at home for wider and deeper impact.

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Global perspectives for global professionals in the UK: engaging students within engineering and health

Cited by 10 publications

References 14 publications

An ideology critique of global citizenship education

An ideology critique of global citizenship education

An ideology critique of global citizenship education

'Different Ways of Looking': A Study of Personal, Professional and Civic Rewards from International Work-Based Learning Experiences for Community Youth Work Students at Ulster University, Northern Ireland

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