ERA

Download the full-sized PDF of Constructions of global citizenship: an Albertan case studyDownload the full-sized PDF

Analytics

Share

Permanent link (DOI): https://doi.org/10.7939/R3XP85

Download

Export to: EndNote  |  Zotero  |  Mendeley

Communities

This file is in the following communities:

Graduate Studies and Research, Faculty of

Collections

This file is in the following collections:

Theses and Dissertations

Constructions of global citizenship: an Albertan case study Open Access

Descriptions

Other title
Subject/Keyword
social justice
discourses
global citizenship
development
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hillyard, Alexis Kearney
Supervisor and department
Lynette Shultz (Educational Policy Studies)
Examining committee member and department
Ingrid Johnston (Secondary Education)
Ali Abdi (Educational Policy Studies)
Department
Department of Educational Policy Studies
Specialization

Date accepted
2011-09-20T17:57:38Z
Graduation date
2011-11
Degree
Master of Education
Degree level
Master's
Abstract
Global citizenship education in Alberta represents multiple, conflicting frameworks. Thus, there is a great need to understand how global citizenship is constructed in real school contexts in order to attend to how global citizenship might work towards socially just aims versus promote colonially-tainted, Eurocentric understandings of the world. This qualitative case study centered on students and teachers from The Relations Program, a global citizenship initiative housed in a large urban high school in Alberta. A social justice theoretical lens was used to highlight the relational and constructed nature of global citizenship and to shed light on furthering socially just global citizenship. The findings suggest discourses present within the global citizenship initiative represent a condition of ‘binariality’ in which Western-centric knowledge is promoted. Also, they suggest students’ and teachers’ agency is impacted by their reified understandings of globalization and global structures. Based on the case study findings, interpreted through the lens of social justice theory, it is suggested that an Outward In model be considered for global citizenship education, which includes an understanding of the local and the global as dialectically intertwined as opposed to separate. An interrogation of worldview, along with the realization of political responsibility, is suggested to enhance socially just global citizenship education.
Language
English
DOI
doi:10.7939/R3XP85
Rights
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
2014-04-30T22:26:55.252+00:00
Audit Status
Audits have not yet been run on this file.
Characterization
File format: pdf (Portable Document Format)
Mime type: application/pdf
File size: 992668
Last modified: 2015:10:12 12:44:37-06:00
Filename: Hillyard_Alexis_Fall2011.pdf
Original checksum: 9faf7f5e65e248e56fd6c06467bc6002
Well formed: true
Valid: true
File title: Alexis Hillyard - THESIS
File author: Alexis Hillyard
Page count: 152
Activity of users you follow
User Activity Date