Global citizenship education as a pedagogy of dwelling: re-tracing (mis)steps in practice during challenging times

Global citizenship education is full of contradictions and tensions. Neither the global nor citizenship are neutral concepts, and both come with long histories of violence, oppression and exclusion. While global citizenship education has often been discussed from a policy- or institution-level persp...

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Bibliographic Details
Published inGlobalisation, societies and education Vol. 19; no. 4; pp. 432 - 442
Main Author Blanco, Gerardo L.
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 08.08.2021
Taylor & Francis Ltd
Subjects
Campuses
Case Studies
Citizenship
Citizenship Education
Classrooms
College Students
COVID-19
Dialogs (Language)
Dormitories
Educational Environment
Foreign Students
Futures (of Society)
Global Approach
Global citizenship education
Group Discussion
Higher education
Intergroup Education
Intergroup Relations
International Education
international students
internationalisation at home
Living Learning Centers
living-learning communities
Neoliberalism
Oppression
Pandemics
Pedagogy
Peer Relationship
residence halls
Student Attitudes
Teaching
Teaching Methods
Theory Practice Relationship
Universities
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Summary:Global citizenship education is full of contradictions and tensions. Neither the global nor citizenship are neutral concepts, and both come with long histories of violence, oppression and exclusion. While global citizenship education has often been discussed from a policy- or institution-level perspective, it is necessary to examine closely the practices that bring this concept to life at the course and individual instructor level, as well as beyond the classroom. In this article, I provide a first-person, first-hand analysis of the shortcomings of implementing global citizenship education in universities through the practice of internationalisation at home (IaH). I analyse a campus environment where US and international students lived and learned together, until they were separated by the COVID-19 pandemic, which brought a new perspective to the (im)possibilities of global citizenship within higher education. In doing so, I search for a pedagogy of dwelling or inhabiting as a possible way of enacting Global Citizenship Education.
ISSN:1476-7724
1476-7732
DOI:10.1080/14767724.2021.1899800