The role of academic advising in promoting global citizenship as a

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					    Promoting Global Citizenship
   as a Holistic College Experience:
Conceptual Context and Implications for
         Academic Advising

       Elena Galinova (
     and Marion Schwartz (,
                   Penn State

 Conceptual foundations
 Implications for higher education
 Implications for academic advising
 A Global Citizenship advising model
           What is Global Citizenship?

In everyday practice—

 Communication across cultures?
 The speaking of foreign languages?
 Education abroad?
 Broad international awareness and sensitivity?
 Is “global” the same as “international”?
          On a more conceptual level:

 Skills and competencies necessary to function on a
 global scale, in a highly integrated society (“Human

 A heightened sense of social responsibility and active
 stance regarding the world’s most pressing issues
 (“Progressive” )
          The tensions of globalization

 “The force that gives globalization its unique
 character is the newfound power for individuals to
 collaborate and compete globally” (Friedman, 2007)

 The transition to a global society “would see not only
 a drastic increase in social inequalities and social
 fragmentation, but the deterioration of moral
 standards and cultural infrastructures as well”
 (Habermas, 1999)
      Neo-Liberalism vs. Moral Cosmopolitanism

Economic perspective         Social perspective

 Free markets                Inequality and poverty
 Mobility of people and      Conflict resolution
    goods                     Human rights
   Competition and           Environmental
    cooperation                protection
   Technical competencies    Sustainable development
   Knowledge economy         Social responsibility
   Information society       Global civil society
     Ideological debates in higher education

 “Academic capitalism” and higher education policy
     Issues critical to higher education are “the growing importance of the
     knowledge society/economy, the development of new trade agreements
     that cover trade in education services, innovations related to information
     and communication technologies, with emphasis on the role of the
     market and the market economy” (UNESCO, 2004)
 Need to critique and transcend it
    Global citizenship “goes beyond simply knowing that we are citizens of
     the globe to an acknowledgment of our responsibilities both to each
     other and to the Earth itself. Global citizenship is about understanding
     the need to tackle injustice and inequality, and having the desire and
     ability to work actively to do so. It is about valuing the Earth as precious
     and unique, and safeguarding the future for those coming after us.
     Global Citizenship is a way of thinking and behaving. It is an outlook on
     life, a belief that we can make a difference (Oxfam, 1997)
           A powerful educational agenda

 Consider the differences
   Global education (=intercultural awareness)

   Citizenship education (=involvement with one’s own
   Global Citizenship education (awareness of cultural diversity
    and social problems, active stance on promoting social change
    and sustainable development locally and globally)
   Global citizenship vs. national citizenship (an ethical vs. a legal
Oxfam’s framework for Global Citizenship Education

 Knowledge      and understanding

 Values    and attitudes
 Good practices of institution-wide support

 Leadership from the top
 Input from everyone in the institution
 University hubs for global citizenship education
 Opportunities for faculty interaction
 Resources for course development
 Curriculum reform
 Practical engagement in partnerships with global
 Practical experiences abroad
      Implications for academic advising

 Help students build a holistic experience within and
 outside the college community by making connections
  curricular programs
  co-curricular programs
  research opportunities
  experiences abroad
  graduate study
  professional development
  on and off-campus resources
              DUS Global Education Team

 Mission: to promote and guide the global content of
  academic advising to foster our students’ growth as
  competent and productive members of today’s global
  society and enhance global and intercultural awareness
  among academic professionals
 The Team will
     Develop an advising curriculum for teaching Global Citizenship
     Encourage professional development opportunities for academic
      advisers to enhance their intercultural and global literacies
     Promote a dialogue between DUS and other university units and
      persons engaged in different aspects of global education
      Global Citizenship Advising Curriculum

 Goal: To encourage the acquisition of knowledge, skills, and attitudes
  contributing to our students’ continued development as competent and
  productive global citizens
 Student Learning Outcomes:
  Through a deliberate dialogue with their advisers, our students will
     Awareness of the major issues, trends and actors shaping our global society
     Knowledge of cultures other than their own and sensitivity to intercultural
     Competence in using curricular and co-curricular resources, both within and
      outside the university, to develop their intercultural skills and global
     Commitment to active civic engagement and intercultural cooperation
      within the local and the global community
     Think Global! A Global citizenship advising curriculum

 Learn about global issues
 Learn about nonprofit organizations
 Take relevant general education courses (explore global
   Consider a major or a minor focused on global issues
   Gain in-depth knowledge through conducting research
    on a global theme; get connected to other researchers in
    the same field
   Explore opportunities for service learning, volunteering
    and internships
    Explore professional and grad school opportunities
                  Get introduced to global issues
              through the work of major organizations

Global issues are social, political, health, environmental, and economic
issues that affect us all. Learn what issues the global organizations
below believe are most important:

The United Nations Organization
The Millennium Development Goals Report
The UN Page on Global Issues
The United Nations Global Compact
UN Foundation
United Nations Educational, Scientific and Cultural Organization (UNESCO)
United Nations Children's Fund (UNICEF)
United States Agency for International Development(USAID)
The Environmental Protection Agency
The Clinton Global Initiative
                                  Global themes

   Sustainability                                   Democracy, Civil Society and
   The Earth Charter in Action                       Community Building
    Sustainable Communities Network                  The Carter Center Democracy program
    Sustainability Institute                          The International Institute for Democracy
    Sustainability: Science, Practice, & Policy       and Electoral Assistance
                                                      National Endowment for Democracy
   Global Health                                     The United Nations Democracy Fund
   Conservation International                        (UNDEF)
    Global Health Council                            Human rights
    The Office of Global Health                      Amnesty International
    Save the Children                                 The Carter Center Human Rights Program
                                                      Human Rights Education Library
   Humanitarian Assistance and Poverty               Human Rights Watch
    Relief                                           Climate Change and Environmental
   ACCION                                            Protection
    Global Envision                                  Conservation International
    The Hunger Project                                Friends of the Earth
    Oxfam America                                     International Institute for Environment and
                                                      Natural Resources Defense Council
                                                      World Wildlife Fund
                              Make connections

   International volunteer and                   University research centers and
   internship opportunities                      institutes (by focus area)
A Broader View                                      Global Governance, Human Rights and
Cross-Cultural Solutions                             Civil Society
Cultural Embrace
Culture Diversity Success (CDS)
Doctors without Borders                             Global Ethics
Engineers without Borders
German Academic Exchange Service                    Global Security
Global Volunteers
International Association for the Exchange of       Sustainability, Climate Change, and
   Students for Technical Experience
International Partnership for Service Learning       Environmental Protection
Peace Corps
Rotary International
Oxfam America
UN Volunteers
Volunteers for Peace
         Explore professional opportunities

Intergovernmental and                 Global nonprofit careers
 global civil society organizations
CARE International
Carter Center               
The Clinton Foundation
                                      Careers United
International Monetary Fund
Oxfam International                   InterAction: American Council for
Save the Children                     Voluntary International Action
United Nations
UNESCO                                Foreign Policy Association
USAID                                 Opportunity Knocks
World Bank
World Wildlife Fund
           Global Citizenship Club

Encourages awareness of the major global issues,
trends and actors shaping our global society, as well
as a broad understanding of the nonprofit sector and
the role of non-governmental organizations in
effecting social change. Promotes active participation
in global civil society projects in cooperation with
these organizations.
                            Club activities

 Develop a common project (research, community service, in partnership
    with an NGO, etc.)
   Establish contacts with other Penn State and external organizations, e.g.,
    the School of International Affairs, other student clubs with related
    missions, and external partners (e.g., the Earth Charter Initiative)
   Develop information database on faculty research in areas of interest, and
    invite these faculty members to give talks to wider audiences of students
   Create a newsletter with useful information for the club members, e.g.,
    internships, volunteer, and professional opportunities
   Develop a club library -- a collection of references that address areas and
    issues of interest to the club
   Create a collective blog about the club activities and experiences
   Organize one major field trip in an academic year (to a conference on
    global issues, or to major organization such as the UN, or to another
    noteworthy event)
  Significance of Advising for Global Citizenship

 Cultivates civic responsibility
 Advocates integrating different aspects of one’s
  college career: college as a holistic experience
 Promotes coherence in General Education
 Promotes active learning (research inquiry) and
 Emphasizes relevance, connection to the “real world”

   Friedman, T. (2007). The world is flat: A brief history of the twenty-first century. New York: Picador.
   Habermas, J. (1992). Citizenship and national identity: Some reflections on the future of Europe.
            Praxis International 12(1), 1-19.
   Habermas, J. (1999). The European nation-state and the pressures of globalization. New Left Review
            235(3). Online:
   Higher education in a globalized society: UNESCO position paper. Online:
   Oxfam Development Education Program. Education for global citizenship: A guide for schools.
   Schattle, H. (2008). Education for global citizenship: Illustrations of ideological pluralism and
            adaptation. Journal of Political Ideologies 13(1)
   Slaughter, S., & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state,
            and higher education. Baltimore: JHU Press.
   Stromquist, N. (2009) Theorizing global citizenship: Discourses, challenges, and implications for
            education. Interamerican Journal of Education for Democracy 2(1), 6-29.