Global Citizenship as Literacy: A Critical Reflection for Teaching Multilingual Writers

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

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Hospitality & Society: Critical reflections on the theorizing of hospitality

Hospitality & Society ◽

10.1386/hosp_00044_1 ◽

2021 ◽

Vol 11 (3) ◽

pp. 293-331 ◽

Cited By ~ 1

Author(s):

Paul Lynch ◽

Alison McIntosh ◽

Peter Lugosi ◽

Jennie Germann Molz ◽

Chin-Ee Ong

Keyword(s):

Higher Education ◽

Research Agenda ◽

Critical Reflection ◽

Global Citizenship ◽

Hospitality Management ◽

Space Design ◽

Critical Reflections

This article is the second part of a critical reflection upon the progress of Hospitality & Society in its first ten years. Analysis of the articles published highlights conceptual contributions made to the field of hospitality studies. Thirteen major themes are identified: conceptualizations of hospitality; migration and labour; lifestyle; social hospitality; hospitality, consumption, global citizenship and ethics; addressing neglected areas of research; hostipitality, violence and exploitation; hospitality careers and higher education; historical studies; image and identity; space, design and food; hospitality management and neoliberalism; hospitality and technology. Following reflection on the original goals of Hospitality & Society and the progress made, a research agenda is proposed emerging from the analysis contributing to the aim to transform the landscape of hospitality scholarship.

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Enrich yourself by helping others: A web content analysis of providers of gap year packages and activities in the Netherlands

Tourist Studies ◽

10.1177/1468797616685649 ◽

2017 ◽

Vol 17 (1) ◽

pp. 75-93 ◽

Cited By ~ 3

Author(s):

Inge Hermann ◽

Karin Peters ◽

Emy Van Trijp

Keyword(s):

Content Analysis ◽

The Netherlands ◽

Capital Accumulation ◽

Critical Reflection ◽

Global Citizenship ◽

Reciprocal Altruism ◽

Web Content ◽

Self Development ◽

Helping Others ◽

Gap Year

With this article, we aim to contribute to a growing academic and public debate on claims about ‘taking a gap year’ as (an act of) moral tourism, a means of self-development and ultimately resulting in global citizenship. More specifically, we examined how the gap year discourse is exhibited, influenced and shaped through the representation, promotion and construction of gap year packages and activities on websites operated by providers in the Netherlands. Informed by Bourdieu’s model of capital accumulation, we conducted a content analysis of websites operated by providers of gap year packages and activities in the Netherlands. Findings show that narratives about gap years primarily focus on positive and personal (future) benefits of accumulating skills and self-development to potential gappers, and in some cases to their parents. The gap year is represented as a commercial product that allows one to explore the world and the Self. The findings also showed that although Dutch providers promote the gap year product as ethical, emphasis is placed primarily on the ‘ethical’ benefits for the gapper himself or herself. The article concludes with a critical reflection on how representations of reciprocal altruism by providers of gap year packages and activities in practice primarily underwrite the accumulation of (cultural) capital and notions of selfhood.

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Protest songs about the Iraq War: An effective trigger for critical reflection?

Education Citizenship and Social Justice ◽

10.1177/1746197918793003 ◽

2018 ◽

Vol 14 (2) ◽

pp. 179-195 ◽

Cited By ~ 1

Author(s):

José-María Esteve-Faubel ◽

Tania Josephine Martin ◽

Rosa-Pilar Esteve-Faubel

Keyword(s):

Transformative Learning ◽

Digital Media ◽

Citizenship Education ◽

Iraq War ◽

Critical Reflection ◽

Global Citizenship ◽

Educational Policies ◽

Global Citizenship Education ◽

Education Design ◽

The Impact

The question of developing educational policies that involve training people to be capable of critical reflection and skilled in approaching the discussion-debate binomial, with the overall goal of achieving learning which is of a transformative kind, is currently embraced by the transdisciplinary paradigm known as Global Citizenship Education. This qualitative study investigates the impact of protest or topical songs released in response to the Iraq War on a cohort of university students and explores whether these songs could be useful in Global Citizenship Education. The results of the study emphasize the value of these types of songs as triggers for transformative learning, because, independently of respective national educational policies or the possible influence of the mass and digital media, these songs were shown to tap into an underlying set of universal values, rights and attitudes among citizens that drive the need for Global Citizenship Education design and evaluation.

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A busca pela cidadania global no ciberespaço: a perspectiva da ética intercultural no conflito israelo-palestino

The International Review of Information Ethics ◽

10.29173/irie238 ◽

2015 ◽

Vol 23 ◽

Author(s):

Bruno Macedo Nathansohn

Keyword(s):

Critical Reflection ◽

International Conflict ◽

Global Citizenship ◽

Cross Cultural ◽

Ethical Framework ◽

Political Resistance ◽

The Impact

The following article is a critical reflection on the impact of socio-technical networks of info-communication in the prevailing ethical framework of the underground international conflict environment. It uses the intricate Israeli-Palestinian relationship to outline the reflection. By explicating a cross-cultural ethics, the article attempts to deduce how best to build a global citizenship within a conflict relationship. To accomplish the task, it analyses two political resistance groups, the Gush Emunim, and Hamas, both groups being directly dedicated to conflict, Hamas for the Palestinian side, and the Gush Emunim for the Israeli side, where both sides share the same concerns, namely citizenship and participation in the global cyberspace community.

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A busca pela cidadania global no ciberespaço: a perspectiva da ética intercultural no conflito israelo-palestino

The International Review of Information Ethics ◽

10.29173/irie230 ◽

2015 ◽

Vol 23 ◽

Author(s):

Bruno Macedo Nathansohn

Keyword(s):

Critical Reflection ◽

International Conflict ◽

Global Citizenship ◽

Cross Cultural ◽

Ethical Framework ◽

Political Resistance ◽

The Impact

The following article is a critical reflection on the impact of socio-technical networks of info-communication in the prevailing ethical framework of the underground international conflict environment. It uses the intricate Israeli-Palestinian relationship to outline the reflection. By explicating a cross-cultural ethics, the article attempts to deduce how best to build a global citizenship within a conflict relationship. To accomplish the task, it analyses two political resistance groups, the Gush Emunim, and Hamas, both groups being directly dedicated to conflict, Hamas for the Palestinian side, and the Gush Emunim for the Israeli side, where both sides share the same concerns, namely citizenship and participation in the global cyberspace community.

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Are WE the world? A critical reflection on selfhood and global citizenship education

Education Policy Analysis Archives ◽

10.14507/epaa.24.2152 ◽

2016 ◽

Vol 24 ◽

pp. 56 ◽

Cited By ~ 5

Author(s):

Chenyu Wang ◽

Diane M. Hoffman

Keyword(s):

High School ◽

Social Class ◽

Citizenship Education ◽

Critical Reflection ◽

Global Citizenship ◽

Global Citizenship Education ◽

The World ◽

Class Privilege ◽

School Curricula

Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. This article offers an interpretive discourse-based critique of ideas of selfhood underlying global citizenship education. Based on analyses of two U.S. high school curricula and materials available on websites devoted to global citizenship, we develop a critique of universalizing constructs of selfhood that underlie global citizenship discourse. These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse. The article concludes with recommendations for practitioners interested in developing a more self-reflective and critical global citizenship education.

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Disrupting Neoliberal and Neocolonial Ideologies in U.S. Study Abroad: From Discourse to Intervention

Frontiers: The Interdisciplinary Journal of Study Abroad ◽

10.36366/frontiers.v33i2.529 ◽

2021 ◽

Vol 33 (2) ◽

pp. 93-109

Author(s):

Rhia Moreno

Keyword(s):

Study Abroad ◽

Critical Reflection ◽

Global Citizenship ◽

Critical Perspective ◽

Critical Pedagogies

This review highlights the neoliberal and neocolonial ideologies embedded within discourses surrounding U.S. study abroad, specifically with regard to global citizenship. Drawing on existing literature and recent rhetoric promoting study abroad, it contextualizes contemporary U.S. study abroad from a critical perspective. Synthesizing the voices of critical scholars builds toward the need for intervention that intentionally incorporates critical pedagogies including decolonizing pedagogies and a focus on guided critical reflection and equitable interaction. This article includes a review of research focused on such critical frameworks in study abroad as a potential guide for study abroad educators and administrators to begin to reframe U.S. study abroad.

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