Download the full-sized PDF of Fostering Global Citizenship through the UNESCO Young People`s World Heritage Education ProgrammeDownload the full-sized PDF



Permanent link (DOI):


Export to: EndNote  |  Zotero  |  Mendeley


This file is in the following communities:

Graduate Studies and Research, Faculty of


This file is in the following collections:

Theses and Dissertations

Fostering Global Citizenship through the UNESCO Young People`s World Heritage Education Programme Open Access


Other title
world heritage
global citizenship
Type of item
Degree grantor
University of Alberta
Author or creator
Barry, Taryn
Supervisor and department
Halpenny, Elizabeth (Faculty of Physical Education and Recreation)
Examining committee member and department
Holt, Nick (Faculty of Physical Education and Recreation)
Halpenny, Elizabeth (Faculty of Physical Education and Recreation)
Cameron, Craig (Faculty of Physical Education and Recreation)
Abdi, Ali (Faculty of Education)
Tara-Leigh McHugh (Faculty of Physical Education and Recreation)
Physical Education and Recreation
Recreation and Leisure Studies
Date accepted
Graduation date
Master of Arts
Degree level
In recent years due to the evolving interconnectedness around the globe, global citizenship has become a prominent area of research. While investigation of this phenomena has expanded, few studies exist on how global citizenship is fostered vis-à-vis international youth programs. The purpose of this study therefore, is to understand in what ways the UNESCO Young Peoples World Heritage Education Programme has fostered global citizenship, supporting the development of life-long global citizens. Using an interpretivistic approach, the study has gathered the individual perspectives of former youth delegates (9 delegates from 7 countries) of the 2008 World Heritage Youth Component held in Quebec City through semi-structured interviews. Cross analysis through a literature review on global citizenship was utilized to confirm findings from interviews. The use of high impact learning and the encouragement to employ knowledge within both local and global spheres, allowed for five types of individual transformations to occur. While in some ways differences between individual viewpoints became linked to distinctions in cultural backgrounds and societal contexts, similarities dominated. These similarities are attributed to the role global institutions play in influencing individual perspectives on global citizenship. Practical implications from this study offer a greater understanding into the type of global citizenship that is fostered by international youth programs. This recognition may equip the UNESCO World Heritage Education Programme in particular to further develop young people as actively engaged global citizens, leading to stewardship and sustainable management of the world’s most outstanding natural and cultural heritage.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
Citation for previous publication

File Details

Date Uploaded
Date Modified
Audit Status
Audits have not yet been run on this file.
File format: pdf (PDF/A)
Mime type: application/pdf
File size: 1090709
Last modified: 2015:10:12 11:17:26-06:00
Filename: Barry_Taryn_W_201408_MA.pdf
Original checksum: 3e06d52e5b8c5f6d59835b23b4e34f8d
Activity of users you follow
User Activity Date