Civil society and global governance : the possibilities for global citizenship

In this article we reassert the role of governance as well as of civil society in the analysis of citizenship. We argue that to analyse global civil society and global citizenship it is necessary to focus on global governance. Just as states may facilitate or obstruct the emergence and development of national civil society, so too global governance institutions may facilitate or obstruct an emerging global civil society. Our key contention is that civil society at the global level thrives through its interaction with strong facilitating institutions of global governance. We start with a discussion of civil society and citizenship within the nation-state, and from there develop a model of global civil society and citizenship. Through analysing the impacts of various modes of global governance, we identify strategically appropriate forms of political and social engagement that best advance the prospects for global citizenship.

Just do it? Branding, fashion and globalisation. A teaching and learning unit in global citizenship for the middle years

Presents to teaching guide on global citizenship for the middle years in Australian schools. Position of young people in consumerism; Impact of advertising on young consumers; Attitudes of students toward global branding.

Global citizenship

Outlines the characteristics of global citizenship. Categories of transnational citizenship; Problems in theory and practice of global citizenship; Importance of global citizenship theories and practices to overcoming problems in religion and culture.

Is global citizenship possible, and can international schools provide it?

This article questions the notion of global citizenship, arguing that it is not possible in strictly legal terms as there is no global state that could guarantee citizenship. However, metaphorically there are several possible conceptions of global citizenship. These are examined along with associated notions of global education. The issue of for whom such global citizenships might be possible is addressed, as is the issue of what citizenship might mean in failed states. It is suggested that international schools will respond variously to this variety of conceptions of global citizenship, and that where they locate themselves within this complex of metaphors will have major impact on their presentation of curriculum, pedagogy and assessment.

Global citizenship incorporated: competing responsibilities in the education of global citizens

Interest in the education of young people to be ‘responsible global citizens’ has grown exponentially since the turn of the century, led by increasingly diverse networks of sectors, including government, community, business and philanthropy. These networks now have a significant influence on education policy and practice, indicative of wider changes in governance and processes of globalisation. Yet little of the academic literature on global citizenship education specifically examines the impact of these networks on the production of knowledge about young global citizens. This paper addresses this gap by analysing the discourses of global citizenship that underpin recent work by a youth organisation that works closely with a network of sectors in Australia. The paper finds that a particular kind of entrepreneurial global citizen is favoured, one that is simultaneously responsible for themselves, for the rights of others and for ensuring Australia's future economic prosperity.

Global education : travel and new imaginaries for teachers' work

This workshop reports on Learning across Latitude - a trans-national collaborative project that joined teacher education students from Australia, Denmark and Malaysia. The project offered a unique opportunity for students to explore concepts and dialogue with their teacher education peers in three countries. Over a two week period, 116 students in 13 forums posted 365 messages into a forum space hosted by Deakin University. 
During week 1, students introduced themselves to each other and discussed their reasons to become teachers, qualities of a good teacher and the issues facing teaching in their country. Because many students life experiences are local in experience such a project expands notions of being a teacher in a global world. Student’s responses to qualities of a good teacher were analysed to build knowledge of global teacher identities.
During week 2 students discussed what it means to be a good citizen in their country. How is citizenship as a concept explained across three countries? In the virtual discussions for Malaysian and Danish students, English was a second language. These forums opened new awareness for all students of the challenges of conversing with English as second language students.
This project illustrated that the changing contexts of education and globalisation means new opportunities and challenges for teacher education at local and global levels. Implications from Learning across Latitudes suggest possibilities for teacher education to build global citizenship, and teacher identities as technology enables such possibilities.

Preparing for life in the global village: producing global citizen subjects in UK schools

This paper adds to a growing body of literature which views global citizenship education as part of a broader social and cultural process of subjectivity production. Rather than focus on global citizenship in relation to pedagogy or curriculum content, as much of the previous research literature has done, this paper examines it in relation to the practice of travel. Drawing on data generated in ethnographic fieldwork in two UK schools, the paper explores the way in which the young people in these settings used travel to position themselves as successful, mobile, global citizen subjects. The paper argues that these subjectivities were negotiated as part of a dynamic process: one which took place across multiple spaces, in a myriad of different relationships, and in the deployment of a number of different power relations. The paper concludes with some thoughts about the practice of school travel and how it might effectively be focused upon in future research.

Cosmopolitanism as virtue

This paper explores cosmopolitanism, not as a position within political philosophy or international relations, but as a virtuous stance taken by individuals who see their responsibilities as extending globally. Taking as its cue some recent writing by Kwame Anthony Appiah, it argues for a number of virtues that are inherent in, and required by, such a stance. It is critical of what it sees as a limited scope in Appiah's conception and enriches it with Nigel Dower's concept of 'global citizenship'. It then seeks to overcome a distinction that Appiah draws between a 'thin' moral conception of justice and a 'thick' ethical conception of our obligations to those with whom we have identity-forming relationships. It argues that a richer conception of the virtue of justice, as suggested by Raimond Gaita, can fully articulate the ideals of cosmopolitanism.

Supergirl scorned : lessons about young femininity in an Australian television satire

In this paper I explore the popular Australian television character of Ja’mie King – a teenage private school girl created and performed by male comedian Chris Lilley. I conceptualise Lilley’s satire as a public pedagogy of young femininity. My reading of his satire responds to recent feminist scholarship around young femininities and ‘girl power’, which explores representations of young femininity in popular culture in Western nations. Drawing primarily on the 2005 television mockumentary We can be heroes, I explore how King can be read in terms of exaggerated ‘girl power’ subjectivity. I examine the relationships, fashioned through the character of King, between ‘sexuality’ and global citizenship activity. I consider the extent to which King’s character teaches that young women can ‘have it all’. I explore the extent to which her character teaches that they can be ‘beautiful’ and ‘brainy’, ‘self-determined’ and ‘sexy’ at the same time.

Maximising intercultural learning in short term international placements: Findings associated with orientation programs, guided reflection and immersion

Short-term international practicum experience is now a feature of many university education programs in Australia in an attempt to engage students with the growing multi-cultural aspects of Australian life. The stated purposes of such practicum experiences generally highlight intercultural learning, which is associated with the development of intercultural sensitivity, cultural identity, global citizenship and global competence. This paper tracks and documents the early and developing attitudes and dispositions of a group of pre-service teachers (PSTs) and academic staffwho were engaged with the pilot project of a pre-service placement in Malaysian secondary schools. The behaviours associated with intercultural learning are observed in association with the students' responses to changing circumstances. The paper draws attention to lessons learnt about orientation for intercultural exchanges in the development of intercultural learning and suggests ways to enhance the development of intercultural understandings and minimize cultural difference through more targeted interventions.

Developement and evidencing achievement of graduate learning outcomes in Deakin University's enhanced mooc

There is now a plethora of Massive Open On-line courses (MOOCs) offered worldwide. Whilst many MOOCs focus on discipline-specific content, little attention has been paid to how MOOCs can explicitly help participants develop generic employability skills such as communication, digital literacy, global citizenship and the like. Similarly little attention been paid to explicitly assuring the quality of MOOCs with respect to alignment with regulatory body standards. Deakin University's first MOOC, DeakinPrimer, is an introduction to humanitarian responses to 21st century disasters. It has been designed to assist participants to explicitly evidence generic or employability skills, some of Deakin's eight Graduate Learning Outcomes (GLOs) including communication, digital literacy, critical thinking and global citizenship. Other key features of DeakinPrimer include opportunities for networking with fellow participants and experts within the humanitarian field, and the opportunity to apply for credit towards the Graduate Certificate in International Community Development (level 8 in the Australian Qualifications Framework [AQF]) and for those with a prior Bachelor degree, the Masters in Humanitarian Assistance or the Masters of International Community Development (level 9 in the AQF). DeakinPrimer is designed as a test bed for a learning innovation, particularly micro-credentialing GLOs using digital badges to enable self and peer endorsement of evidence of learning. Badging is integrated in two ways. Firstly, DeakinPrimer participants build portfolios of learning artefacts associated with learning activities, then assess their work against a set of holistic, generic learning outcomes standards rubrics. If they judge their evidence as meeting the required standard, they can claim a badge (self endorsement) associated with particular GLOs. Secondly, participants can request and provide peer feedback and endorsement (using peer badges). The integration of self and peer review in the assessment tasks helps participants develop important employability skills, the ability to critically self-reflect on their own work and critically analyse the work of others and provide evidence-based feedback. DeakinPrimer is scheduled to commence in July 2013. This paper explains the way in which the course curricula has been designed to use technologies to enable participants to curate evidence of learning, and self and peer endorse such learning against defined standards.

“And yet we are still excluded”: reclaiming multicultural queer histories and engaging with contemporary multicultural queer realities

In this chapter, we contend that reclaiming multiculturalism entails engaging with and including sexual and gender diverse histories, heritages and contemporary realities. We explore the ongoing dilemmas, concerns and strategies in placing “multisexuality” and “multigender” on the “multicultural” agenda in Australia, particularly in relation to policy development and research. We discuss how “reclaiming multiculturalism” and the promotion of “global citizenship” requires a reclaiming of multicultural queer histories and heritages, achieved through decolonising research projects, postcolonising socio-political activist networks, and publications that engage with multiplicity in identities and communities, or “multiple lifeworlds”.

Intercultural dialogue through design (iDiDe ): a model of intercultural collaboration and student engagement

Intercultural dialogue through design, globally known as “iDiDe” pronounced i-dee-dee) was initiated by an Australian university in 2011 or architecture and built environment disciplines. Set within the context of international education and internationalisation, which are the focus of Australian universities this century, iDiDe offers a model of intercultural collaboration and student engagement. iDiDe is more than a generic international study tour. Firstly, there is collaborative academic leadership that comes from institutional partnerships between Australia and five Asian nations (Malaysia, Thailand, India, Indonesia, Sri Lanka), secondly, intercultural dialogue and intercultural understanding underpin the pedagogical approach, and thirdly, iDiDe projects extend discipline specific learning into the realms of reality. This chapter is an expose of iDiDe. It seeks to determine what elements of the model contribute to intercultural collaboration and student engagement. Findings are evaluated for their impact upon participants. The potential for transformative learning and response to global citizenship are discussedalong with future research.

Challening the third sector global prospects for active citizenship

This is the first book to explore the different relationships between active citizenship and civil society, particularly the third sector within civil society. In what ways can the third sector nurture active citizenship? How have the third sector and active citizenship been constructed and reconstructed both locally and internationally, over recent years? To what extent have new kinds of social connectedness, changing forms of political engagement and increasingly complex social and environmental problems influenced civil society action? Written by experts in the field, this important book draws on a range of theory and empirical studies to explore these questions in different socio-political contexts and will be a useful resource for academics and students as well as practitioners.