Perspectives of teacher education students on global citizenship: implications for ethical internationalisation NERA, Gothenburg, March 2015 Karen Pashby, postdoctoral fellow, Centre for Global Citizenship Education & Research, University of Alberta, Canada Meeri Hellstén, professor of education, Södertörn University, Sweden Michelle Nicolson, PhD student, Research Assistant, University of Oulu, Finland page 1
Overview The EIHE consortium project Preliminary findings from teacher education in two Nordic Universities Focus on qualitative questions (global citizenship) Heuristics for social mapping "In times of uncertainty and scarcity of resources, it is extremely important to protect the social role of the university as a critic and conscience of society, and defend it as a space of exposure to the world where independent, multi-voiced, critically informed and socially accountable debates about alternative futures take place." page 2
EIHE: responding to concerns regarding the rush to internationalise Internationalization has become normalised so as to redirect social and political values such as global citizenship and social responsibility towards economic values This leads to reproducing ideals of exceptionalism, entitlement, and (market) expansionism (Rhoads & Szelényi, 2010); and denying reproduction of systems of inequities (King, Marginson, & Naidoo, 2013; Rizvi, 2007). page 3
EIHE project If educators do not engage with assumptions and implications/limitations of their own approaches, we run the risk of (indirectly/unintentionally) reproducing the systems of belief and practices that harm those we want to support! (Vanessa Andreotti, 2006, 49-50) Chief investigator (prof. Vanessa Andreotti) Funded by Academy of Finland 2012-15 28 participating universities Countries: Brazil, Canada, Finland, Ireland, Luxemburgh, New Zealand, South Africa, USA, Sweden, United Kingdom, China. WERA IRN: Global Ethics in Higher Education IRN http://eihe.blogspot.se/ page 4
Versions of global citizenship Neo-liberal capitalism/ business, economic, technical advancement (ethics respond to the market, global economy) Liberal (social justice): moral cosmopolitanism, lib. Multiculturalism (ethics: universalism, human rights, aid work) Post-traditions critical global education (ethics: engaging with complexities, differences, recognizing complicity) page 5
EIHE project 2012-15. Aim: examines internationalization processes in higher education and how these processes construct notions of epistemic difference, transnational literacy and global citizenship. Data: Official policies and initiatives, comparative perceptions of faculty, students, and managers engaged with internationalization processes 300 questionnaires, focus group interviews 2 PhD, 1 postdoc Consortium of 20+ universities page 6
Ethical internationalization EIHE terms EIHE: an ethical approach as based on 3 key parts: a) intelligibility: making inequities visible and unearthing the taken-for-granted assumptions at their core, b) dissent: resisting the rules, principles and precepts that reassert inequities, and c) solidarity: coming together as a community of academics across and with difference in an era that is increasingly hostile to dissent. page 7
Methodology (Andreotti & Pashby, EIHE) Methodology: Social Cartography Paulston (1999, 2002): social cartographies as heuristic devices social cartographies visualize differences within and between discursive orientations Conceptual framework of the EIHE project: Drawing on a large literature review, we co-developed a framework: 3 major discursive orientations in higher education and 4 areas of interface page 8
Swedish /Finnish data sample Winter/Spring 2014 Surveys and incentives sent out (February) On site data collection of student surveys (Feb- Sept.) Discipline area: Teacher Education /science Focus on T.ed. Same procedure Data collected spring & autumn 2014 page 9
Heuristic 1 (of 2) 3 discursive orientations (internally contested) 1 NEOLIBERAL (maximization of profit, competition): privatizes debate-*academic capitalism, rankings, income generation, branding, marketing, provision of expertise/credentials, students as clients/customers 2LIBERAL (humanist): personalizes debate- *progress, shared future via democracy, *inherent value of ed, research as problem solving, equity as inclusion & access -de-emphasis: material, epistemic roots of exclusion 3 CRITICAL (Challenges/ Alternatives to status quo): politicizes debate, *focus on the invisible, interrupting patterns of power/knowledge -inclusion for radicalization -pluralize possibilities through critiques systemic patterns page 10 Neo liberal Internationalism in HE of Liberal Critical
page 11 Heuristic 2 (of 2)
Focus on 3 questions Focus on Questions 8, 12, 12a, 13, 13a 8. Have you travelled/lived abroad for more than 6 months? 12. What in your opinion is the effect of internationalization on society in general? (choice of positive, negative, mixed, unsure, no opinion) 12a. Explain your choice of answer 13. Do you see yourself as a global citizen? (choice of yes, maybe, no, unsure, no opinion) 13a. How do you think global citizens should think, relate and/ or act in the world? Data collection is being completed page 12
Question 8. Have you travelled/lived abroad for more than 6 months? Sweden 35 30 25 20 Response % Finland 12 10 8 6 Response % 15 4 10 5 0 Tedn Hum/SocE Yes Column1 2 0 T Edn Yes Science page 13
Effect of internationalization on society? Sweden Question 12. Teacher Education What in your opinion is the effect of internationalization on society in general? (choice of positive, negative, mixed, unsure, no opinion) Equal positive /mixed Finland Question 12. Teacher Education More mixed than positive Internationalization was seen as positive, or the pros and cons were considered but none of the respondents from the sample considered it to be purely negative page 14
Sweden: Excerpts Q12a. Teacher Education. Explain your choice of answer Positive effect: because it gives a more open society and more acceptance for other cultures (LIBERAL) most countries are multicultural. That is why it is interesting to take part of each others' cultures (LIBERAL) to extend professional intercultural approaches (NEOLIBERAL) people from different cultures and backgrounds can collaborate and contribute towards a positive development in society (LIBERAL) Mixed effect: both understanding and differences, but also racism has increased (LIB-CRITICAL) it is mixed because some things internationally have a positive effect and others negative positive: due to interculturality (LIBERAL), neg: due to the market's globalization and superior (ibid.) democracy (CRITICAL) the incredible individualization that it leads to is destructive for our feeling of belonging in society (LIBERAL-CRITICAL) page 15
Finland: EXAMPLES OF RESPONSES TO Q12a (explain your choice of answer) POSITIVE: MIXED Mixing and acceptance of cultures is a good thing when different cultures and groups of people are concretely in contact with each other, prejudices can recede. (LIBERAL) I believe internationalisation all in all to be a good thing. People can broaden their world by travelling/interacting with foreigners etc. (LIBERAL) Clashing of cultures and groups of people has caused negative conflicts (NEOLIB- CRITICAL) Internationalism can have positive and negative effects, it can increase understanding, but also causes difficult conflicts There are lots of positive things, but also dark sides page 16
4 th Interface: All 3 configurations Internationalisation Binary: positive/threat Extend professional opportunities Personal Development: Broaden one s world/ traveling & interacting Societal Development: Opens society Accepting of other cultures Collaboration of different cultures leads to positive page 17 development I1 I2 I3 Internationalisation is positive Reduce prejudice Opportunities to redress systemic inequities, epistemological pluralism
4 th Interface: All 3 configurations Internationalisation Binary: positive/threat Clashes between cultures and groups of people Difficult conflicts I1 Internationalisation is a threat I2 I3 Clashing of cultures and groups of people has caused negative conflicts racism has increased Market forces/democracy as hegemony (superiority) Incredible Individualism leads to destructive feelings and threatens sense of belonging page 18
Q13. Do you see yourself as a global citizen? Choice: Yes, maybe, no, unsure, no opinion Sweden: Question 13 Teacher Education Do you see yourself as a global citizen? Mostly blanks, equal yes & maybe Finland: Question 13 Teacher Education Do you see yourself as a global citizen? More Yes & Maybe page 19
Excerpts Q13a. How do you imagine global citizens should think, relate and or act in the world? Sweden: Teacher Education (Yes) that you show consideration and respect both with other people and nature and what we leave behind (LIBERAL) fair, free of prejudices, altruistic (LIBERAL) with openness, flexibility and tolerance (LIBERAL) (Maybe) have understanding and be able to take others' perspectives. Compassion, environmental thinking, critical thinking, intercultural thinking (LIBERAL) see others' perspective more than one's own (LIBERAL- CRITICAL) humbleness, respectfulness (LIBERAL) page 20
Excerpts Q13a. Finland: (How do you imagine global citizens should think, relate and/or act in the world?) The word 'global citizen' is quite interesting. I recognize global opportunities and the effects of internationalization, but I cannot think of myself as a global citizen ( no opinion ) Global citizens should strive to get along with everyone as much as any other citizen. It just isn't that simple or even possible, it is a beautiful thought, which can be strived towards ( maybe ) page 21
IMAGINING ONESELF AS A GLOBAL CITIZEN Finland: Globalisation has made the world smaller. Everyone is responsible for the world everywhere as we are all part of it. Networking is important in the present day and the prevailing inequalities around the world should at least be attempted to be addressed. As a global citizen I feel that I am responsible for the world with everyone else, and I can't just think about my own well-being page 22
IMAGINING ONESELF AS A GLOBAL CITIZEN Finland: A global citizen should strive to improve the wellbeing of the entire humankind, and not just limit beneficial thinking within borders of nation states. All actions have also a global effect, and they must be addressed in some way Working solidarically and globally. This globe is heading into such a state, that without a worldwide change of attitudes, awful things will happen page 23
4 th Interface: All 3 configurations Global Citizenship Cognitive: environmental, intercultural, critical thinking Interpersonal skills: change attitudes getting along Humility, tolerance, respect, openness, fairness Civic: national borders are limiting- need to be responsible beyond them I1 Adjusting to the global market Networking Global Citizenship I2 I3 Moral responsibility: one s own actions have consequences page 24 see others' perspective more than one's own; reduce prejudices
How do internationalization processes construct notions of global citizenship? Interim conclusions, data collection ongoing Too early to ascertain reliable indicators Tendency for similarities between 3 disciplinary areas: Most intersections fall between neo-liberal/liberal and liberal/critical (ie focus on individualism) Very few statements in critical configuration (but limited data sample) There were few negative responses, indicating a tendency towards support of internationalization, or global citizenship in principle page 25
Thank you! EIHE results will be presented at the AERA, ECER, WERA 2015 Your questions and comments Meeri.hellsten@sh.se page 26
References Andreotti, V. (2006). Soft vs critical global citizenship education. Policy and practice: a development education review, 3,40-51. European Unit (2000). Two decades of reform in higher education in Europe: 1980 onwards. SWEDEN national description. Stockholm, Sweden: Ministry of Education and Science, Eurydice. Hellstén, M. and Reid, A. (2008). (Eds.). Researching international pedagogies: sustainable practice for teaching and learning in higher education. Dordrecht, Netherlands: Springer. (318 p.) HsV, (2008: 15 R). En högskola i världen Internationalisering för kvalitét. Stockholm: HsV. Högskoleverket (HsV) (1998:16 R) Utbildning och forskning för strategisk internationalisering: redovisning av ett regeringsuppdrag. Stockholm: HSV. Ministry of Education and research (2008/09). Borderless knowledge - higher education in the era of globalization. Government Bill (2008/09:175). Stockholm: Ministry of Education and Research Ministry of Education (2004/05) New World new university. Government Bill (2004/05:162). Stockholm: Ministry of Education, Research and Culture in Sweden. Ninnes, P. and Hellstén, M. (2005). (Eds).. Internationalizing Higher Education: critical explorations of pedagogy and policy. With forword by Mark Bray. CERC Studies in Comparative education 16. The Netherlands: Springer. (232 p.) page 27