For this assignment, each student is required to write an essay in which they identify
and argue for pedagogical practices in engaging the world that they contend effectively
address and/or overcome the ideological problems and impacts of “global citizenship”
education and promotion, as studied in this course. This essay may be written in a
mostly speculative manner, theorizing pedagogical approaches that could achieve this
aim. As an alternative, this essay may be written in a way that focuses more on the
pedagogical practices of one or more programs of learning that the student argues
provides practical or potential examples of such an overcoming. Or, the essay can be
written in a combination of these approaches. In these regards, students have a fair
degree of latitude in how they develop the essay. This is an essay assignment in which
students will need to be creative in their design and how they develop and address the
central problem of the essay that they write.
The initial objective for this essay assignment is for students to identify and analyze
how ideologies of “global citizenship” are limited and generate problems in our
engagements with the world. The larger objective is to critically assess how
pedagogical practices aimed at helping us better and more responsibly “engage the
world” can be formed that avoid the traps evident in the liberal, neo–liberal, and
leadership ideologies endemic to global citizenship education programming.
Moreover, in this essay assignments, students should aim to critically re–evaluate what
positive aims may be developed for pedagogical approaches to engaging the world, as
alternatives to the problematic aspirations and commitments to conventional global
citizenship programming.
This assignment is a research essay. Students will be expected to conduct research into
critiques of pedagogies typical of global citizenship programming, possible positive
alternatives to the pedagogical practices of global citizenship programming, and actual
alternative pedagogical programs. To the extent that they are studying alternative
programming, students should search for as much content as possible to inform them
on the programming they are studying, including not only informational and
promotional literature but also feedback from participants which might be available in
formal websites or blogs and the like. As well, students should conduct internet and
Library searches for further academic and non–academic sources that offer commentary
on or assessments of the programming they are studying. Finally, students will be
expected to build a substantial portion of their research sources from academic studies
regarding who responsible engagements with the world can be encouraged through
pedagogical practices that overcome global citizenship ideology. Much of this can be
derived from required and recommended readings assigned for this course, as listed in
the Class and Reading Schedule below, but students will be expected to search for
further academic sources beyond readings already listed in the syllabus.
– required length of assignment: no less than 2,000 words, plus a bibliography
(as long as you like after that)
– sources to be engaged and referenced in assignment:
– informational and promotional literature on any programming studied,
as may be found on the internet or other sources;
– assessments of any programming studied, as may be found in both non–
academic and academic sources, as available;
– a minimum of 12 academic sources, at least 33% of which should be comprised
of journal articles, books, or book chapters not included as required or
recommended course readings (the rest can be drawn from assigned
readings)
– style for referencing and bibliography: Chicago Style
see: https://www.chicagomanualofstyle.org/tools_citationguide.html
