Responsible Citizenship

Caruana, V. (2014). Re-thinking Global Citizenship in Higher Education: from Cosmopolitanism and International Mobility to Cosmopolitanisation, Resilience and Resilient Thinking. Higher Education Quarterly, 68(1), 85-104.
Developing graduates as global citizens is a central aim of the internationalised university of the 21st century. International student mobility premised on notions of cosmopolitanism is regarded as a key component of the student learning experience. Yet there is little evidence to suggest the benefits of international mobility for intercultural understanding, which is an essential quality of the global citizen. This paper reports the findings of a Higher Education Academy-funded project exploring how students draw on their diverse backgrounds in developing resilience within multicultural learning environments. The research findings suggest that student diversity provides a rich source of lived experience that can be harnessed as a resource in developing graduates as global citizens.

Clifford, V. & Montgomery, C. (2014). Challenging Conceptions of Western Higher Education and Promoting Graduates as Global Citizens. Higher Education Quarterly, 68(1), 28–45.
Recently there has been a shift in the discourses of university policy from internationalisation towards the contested concept of global citizenship. This paper explores ways of challenging the current interpretation of international education policy through the concept of global citizenship. Issues dealt with include: the fit of the ideal of global citizenship with a capitalist society and the Western heritage of the concept; resistance to from institutions and disciplines, both heavily invested in the status quo; and academics’ personal beliefs about higher education, and their willingness and potential to design and deliver curriculum for global citizenship.

Clifford, V. and Montgomery, C. (eds.) (2011). Moving Towards Internationalisation of the Curriculum for Global Citizenship in Higher Education. Oxford, UK: OCSLD, Oxford Brookes University.
This book takes a radical approach to internationalising the curriculum, advocating the preparation of future global citizens as the aim of tertiary education and inviting higher education teachers to take on the intellectual and practical challenge

Globalisation, Societies and Education (2011). Special Issue Global Citizenship, 9(3-4).

Haigh, M. (2014). From Internationalisation to Education for Global Citizenship: a Multi-Layered History. Higher Education Quarterly, 68(1), 6-27.
The evolving narrative on internationalisation in higher education is complex and multi-layered. This overview explores the evolution of thinking about internationalisation among different stakeholder groups in universities. It parses out eight coexisting layers that progress from concerns based largely upon institutional survival and competition to those based on community, citizenship and ways of being in the world.

Haigh, M. (2005) ‘Geography and the ‘European Year of Citizenship through Education’,Journal of Geography in Higher Education, Vol. 29, No. 2, pp.173-182.
This article looks at citizenship education and at the sets of knowledge, skills, and attitudes that individuals need to be able to be active citizens in Europe in the 21st century, and how these can be developed. Written from the point of view of a geography curriculum this article offers a very digestible critique of the concept of citizenship.

Haigh, M.J. (2002) ‘Internationalisation of the Curriculum: designing inclusive education for a small world’, Journal of Geography in Higher Education, Vol. 26, No. 1, pp. 49-66.
Looks at the challenge for course developers in designing a curriculum that serves global rather than national priorities and does not rely on prior knowledge of the ‘local’ so that all students have equal opportunities of advancement.

Khoo, Su-ming. (2011). Ethical globalisation or privileged internationalisation? Exploring global citizenship and internationalisation in Irish and Canadian universities. Globalisation, Societies and Education, 9(3-4), 337-353.
This article explores policies and practices of global citizenship and internationalisation within higher education in Canada and Ireland, comparing two Canadian and two Irish universities. The cases suggest a number of entangled and contradictory strands of internationalisation, with implications for global citizenship. Underlying notions of globalisation, citizenship and ‘development’ are interrogated and issues surrounding the local/global distinction, privilege and marketisation are discussed.

Pashby, K.(2011). Cultivating global citizens: planting new seeds or pruning the perennials? Looking for the citizen-subject in global citizenship education theory. Globalisation, Societies and Education, 9(3-4), 427-442.
The literature researched diagnoses the need for a more complex theory of citizenship education. The analysis calls for more explicit attention to the assumptions about the citizen subject student, the ‘who’ of global citizenship education (GCE). Overall, the findings suggest the assumed subject of GCE pedagogy is the autonomous and European citizen of the liberal nation-state who is seen as normative in a mainstream identification as citizen and who must work to encourage a liberal democratic notion of justice on a global scale by ‘expanding’ or ‘extending’ or ‘adding’ their sense of responsibility and obligation to others linearly through the local to national to global community. Thus, this theoretical work contributes a more complex notion of the citizen-subject to accommodate more diversity and to begin to recognise unequal power relations. Ultimately, however, the conceptualisation of global citizen education assumes a particular normative national citizen, and this assumption must be probed and made more explicit.

Shultz, L., Abdi, A.A. and Richardson, G.H. (2011). Global Citizenship education in post-secondary institutions. New York: Peter Lang ,
Drawing on critical pedagogy, post-colonial analysis, hermeneutic interpretation, and reconceptualist curriculum frameworks, the twenty chapters in this edited collection address, from interrelated perspectives, a gap in the scholarly literature on the theory, practice, and policy of global citizenship and global citizenship education. The book provides readers with analyses and interpretations of the existing state of global citizenship education in post-secondary institutions, Internationally and interdisciplinary, and stimulates discussion about the field at a time when there is an intense debate about the current drive to ‘internationalize’ tertiary education and the role global citizenship education should play in that process.

Simmons, C.  (2006). Policy & Practice A Development Education Review. Ireland: Centre for Global Education
This issue of Policy and Practice focuses on global citizenship and looks at some of the challenges of educating people in our society to be responsible global citizens. Our rapidly globalising world is full of possibilities. Peoples’ lives around the world are linked more closely than ever before - whether for good or for ill - and our potential as global citizens with the ability to impact outside our national boundaries is growing expeditiously. Recognising and embracing this potential is an exciting and challenging prospect and one with which a growing number of educators are involved.

Williams, R.D. and Lee, A. (2015).  Internationalizing Higher Education: Critical Collaborations Across the Curriculum. Rotterdam: Sense Publishers.
Higher education institutions and practitioners are under pressure to be more attentive to internationalization initiatives that support increasingly mobile and globalized student populations and that foster the development of global citizenship competencies. While there is no one-size-fits-all or magical formula to this work, there are pedagogical principles and approaches, technological tools, and frameworks for assessment that scholar-practitioners have found to be useful in the development of mindful global citizens and the support of intercultural learning. The shared aim in the chapters is to investigate, to better understand, and to inform intercultural pedagogy that supports the development of mindful global citizenship. Contributions are presented in three sections:
Section 1: Mindful Global Citizenship: Critical Concepts and Current Contexts
Section 2: Developing Intercultural Programs and Practitioners
Section 3: Critical Reflections from across the curriculum