Students and Global Citizenship in an Uncertain Era

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Students and Global Citizenship in an
Uncertain Era
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A complex web of change
Demographics
Economic trends
Values lifestyles
New technologies
Energy natural resources
DCU and its operating environment
Competitors and new approaches
Legislation
World events
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Glocalization

• Politics of scale
• Beyond globalization as a nebula
• Localization is important
• What might glocalization mean for a university?

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Increasing uncertainty
unpredictability
Society
Science
Socially Accountable
Trans-disciplinary
Problem-solving
complexity
uncertainty
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Framework scenarios
Government / Community / Citizen
Community Resurgent (Scenario B) A localist, less
mobile world, with strong emphasis on carbon
reduction and resource use. More inward looking,
re-focusing on local cultures communities
consensus social contribution. New approaches
to establishing priorities for local/national
social needs.

Global / Mobile
Less mobile
Economy -------- ---------- Society
Culture -------- ---------- Politics
Open
Less open
Market Ascendant (Scenario A) An open, mobile
world driven by personal performance, efficiency,
MY needs and money. The market provides and
entrepreneurialism rules. Personal profiles
define service and price, while visibility and
celebrity ethos creates star performers.
Market / Individual / Consumer
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Maximum Interest and Inter
-disciplinarity
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Learning Domains
Campus Based
Internationalisation
ICT and e-learning
Work Based
Community Based
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Learning into the future

• Marketisation had led to a commoditization
  of education.
• BUT
• In an era of greater diversity of the student
  body we should be developing education which is
  flexible and tailored to the individual needs of
  students
• Flexible learning would involve more effective
  profiling, assessment and research into learning
  styles to understand the roles and benefits of
  different approaches to learning.
• We are now much more focused on the potential of
  virtual worlds, group work, online teaching and
  f2f (face-to-face) learning approaches.

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Global citizens

• educating global citizens in a diverse world
  (Banks 2003) is a priority
• BUT
• Citizenship education has traditionally had a
  national not to say nationalist and
  assimilationist character.
• So as James Banks puts it Citizenship education
  must be transformed in the 21st century (Bank
  20032).

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Practical problems

• A lack of administrative integration at the
  campus level in terms of staffing and credits
• A mismatch between academic calendars and the
  international service needs context
• A mismatch between the broadly stated
  institutional goals and academic constraints on
  campus
• The narrow demographic range (white/middle class)
  of those who engage in these schemes (Brown
  20053).

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Structural problems

• Bureaucratic divisions of institutional labor
  prevent rapid and creative responses to changing
  circumstances.
• A still strong influence of what we might call
  methodological nationalism. Apart from a few
  carefully circumscribed areas where the
  international/global has its space, the main
  drivers, structures and implicit world views of
  the university remain national, if not
  nationalist.

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Making Connections
FIND THE SYNERGIES BUILD BRIDGES LOCATE
OPPORTUNITIES RESOURCES JOINED UP
ICT based learning
Campus based learning
Work based learning
International /isation
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Students and Global Citizenship in an
Uncertain Era