International Educational Development and Learning through Sustainable Partnerships: Living Global Citizenship

232 Pages·2014·1.44 MB·English

by  Steven Coombs, Mark Potts, Jack Whitehead (auth.)

International Educational Development and Learning
through Sustainable Partnerships
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International Educational
Development and
Learning through
Sustainable Partnerships
Living Global Citizenship
Steven Coombs
University of the South Pacific, Fiji
Mark Potts
Educational Consultant, UK
Jack Whitehead
University of Cumbria, UK
© Steven Coombs, Mark Potts and Jack Whitehead 2014
Foreword © Konai Helu Thaman 2014
Softcover reprint of the hardcover 1st edition 2014 978-1-137-34997-2
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First published 2014 by
PALGRAVE MACMILLAN
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ISBN 978-1-349-46822-5 ISBN 978-1-137-34998-9 (eBook)
DOI 10.1057/9781137349989
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Contents
List of Tables and Figures xi
Foreword xii
Acknowledgements xvi
1 Transforming International Educational
Development through Living Global Citizenship 1
1.1 Three transformations in learning – the
emergence of Living Global Citizenship 2
1.1.1 First transformation – recognising the
possibility of influencing others 2
1.1.2 Second transformation – living citizenship
emerging from an international
educational partnership 5
1.1.3 Third transformation – living citizenship as
Cultural Empathy becomes Living Global
Citizenship 7
1.2 Living Global Citizenship and postcolonialism 9
1.3 Living Global Citizenship as a means of redressing
power imbalances 11
1.4 Educational cosmopolitanism and universal
values 13
1.5 De-valuation and de-moralisation in the influence
of economic rationalism 15
2 Pedagogy for Effective Citizenship Education 16
2.1 Deconstructing citizenship education 16
2.1.1 Citizenship education in the United
Kingdom 16
2.1.2 Citizenship education in the United States 18
2.1.3 International citizenship education 21
2.2 The lack of suitable pedagogy for citizenship
education. The need to address Gearon’s (2003)
question: How do we become good citizens? 24
v
vi Contents
2.3 Citizenship education as a means of bringing
about social change 26
2.4 Notions of citizenship: Passive, active and living 28
2.5 The Big Society and Living Global Citizenship 30
2.6 Deconstructing cultural education 33
2.7 Living Global Citizenship – pedagogy for effective
citizenship education in any cultural setting 39
2.7.1 The importance of values in education and
a values-based education system 39
2.7.2 A pedagogy of ‘touching’ hearts not just
teaching 41
2.7.3 International educational partnerships 42
2.7.4 Critical reflection as a cultural value 43
2.7.5 Developing cultural empathy 45
2.7.6 Living Global Citizenship as a new form
of cultural education 51
2.7.7 Applying the Living Global Citizenship
approach to a variety of international
cultural settings 52
3 Living Theory Transformed into Living Global
Citizenship 57
3.1 Providing an academic framework for Living
Global Citizenship as an evolutionary leap from
notions of living theory 57
3.2 Ontological characteristics 61
3.3 Epistemological characteristics 62
3.3.1 Living logic 64
3.4 Methodological characteristics 65
3.4.1 Narrative research 73
3.4.2 Phenomenological research 74
3.4.3 Grounded theory research 75
3.4.4 Ethnographic research 76
3.4.5 Case study research 77
3.4.6 Autoethnography 78
3.5 Using living-global-citizenship as an explanatory
principle and living standard of judgement in an
individual’s account of their influence in enquiries
of the kind, ‘How do I improve what I am doing?’ 79
Contents vii
3.6 Enhancing the influence of global citizens
through living as fully as possible the values of
living-global-citizenship 83
3.6.1 Living values and improving practice
cooperatively: An international CPD
project 83
3.7 Summary of the key framework theories 90
4 Living Legacies: Living Global Citizenship in Action 91
4.1 Mark Potts – the international educational
partnership between Sarum Academy and
Nqabakazulu School, South Africa 91
4.1.1 Establishing the partnership 91
4.1.2 The transformation from cultural
imperialist to partners in learning 92
4.1.3 Clarification and communication of shared
values to distinguish the partnership 93
4.1.4 Living out the shared values 98
4.1.5 The emergence of Living Global
Citizenship from the partnership 100
4.2 Jack Whitehead – contributing to improving
the lives of myself and others 101
4.3 Steven Coombs – developing open access
resources and accessible pathways to learning
technologies 103
4.4 Living out my values as a nurse across
cultures – Je Kan Adler-Collins 106
4.4.1 Background 106
4.4.2 The importance of values 107
4.4.3 Neighbourhoods of self 109
4.4.4 Work as a nurse in a hospice in Thailand 109
4.4.5 The importance of cultural empathy 111
4.4.6 Addressing cultural blind spots 112
4.5 Empowering communities and stories
of activism in Tasmania 113
4.6 The extent to which other community
partnerships meet the specification for Living
Global Citizenship projects that can be
implemented through CPD fieldwork 114
viii Contents
4.7 Data from living-theory research in South Africa,
Japan, India, China, Canada, Australia, the
Republic of Ireland and the United Kingdom, in
relation to living global citizenship 116
4.7.1 South Africa 116
4.7.2 Japan 117
4.7.3 India 117
4.7.4 China 118
4.7.5 Canada 119
4.7.6 Republic of Ireland 119
4.7.7 United Kingdom 121
4.7.8 United States 121
4.8 Living legacies 123
4.8.1 What is a living legacy? 123
4.8.2 Creating your living legacy 124
5 Designing a Living Global Citizenship Project 126
5.1 Partnerships and participants 126
5.2 The pedagogical protocols of a Living Global
Citizenship project 127
5.2.1 Engaging in dialogue about values 129
5.2.2 Widening participation and strengthening
equality in the partnership 133
5.2.3 Developing activities which touch the
hearts of participants 134
5.2.4 Developing activities which tackle
stereotypes and encourage critical
reflection by participants 135
5.2.5 Developing activities that bring about
social change 137
5.2.6 Developing activities that have impact and
sustain the partnership 139
5.2.7 Participants as living cases 141
5.2.8 The construction of narratives that are
put into the public domain 142
5.2.9 The significance of the pedagogical
protocols 143
5.3 An outline of minimum standards and
criteria for the projects 144
Contents ix
5.4 Measuring the pig, not fattening the pig – lessons
learnt from partnerships that have limited impact 145
5.4.1 The new agenda for sustainable
development partnerships 145
5.4.2 The dangers of international educational
partnerships 148
5.4.3 Building partnerships that challenge
existing hierarchies 150
5.4.4 Building partnerships that challenge
a deficit model of development 151
5.4.5 Building partnerships for postcolonial
development 152
5.4.6 Building dynamic, values-led partnerships 153
5.5 A model for developing a sustainable community
partnership for learning and development 155
5.5.1 An analysis of some existing models for
partnership development 155
5.5.2 A Living Global Citizenship Model for
sustainable education development 164
6 Propositions for Living Global Citizenship Projects 167
6.1 Reporting a Living Global Citizenship project 167
6.2 A Living Global Citizenship Life in the United
Kingdom test 168
6.3 Reconceptualising the notion of the UN passport
as a demonstration of Living Global Citizenship 169
6.4 A Living Global Citizenship project in
a 16–19 context 170
6.5 The significance for a citizen of becoming
a Living Global Citizen 173
6.6 The potential of technology to support Living
Global Citizenship partnerships 174
7 Living Global Citizenship: Lessons for Humanity 178
7.1 The significance of Living Global Citizenship as a
concept and as a means of improving humanity
through the embodied expression of
living-global-citizenship 178