1. The Global Dimension - Challenges for Educational Professionals Dr. Douglas Bourn Development Education Research Centre, IOE Dr. Douglas Bourn Development Education Research Centre, IOE

2. Aims of Presentation  Recognise context of globalisation and challenges this poses in terms not only of policies but also learner needs and consequent curriculum challenges  Discuss relevance of terms such as global citizenship  Challenges in terms of forms and natures of learning - to incorporate different perspectives and voices.  Pose a theoretical framework for global perspectives in higher education  Recognise context of globalisation and challenges this poses in terms not only of policies but also learner needs and consequent curriculum challenges  Discuss relevance of terms such as global citizenship  Challenges in terms of forms and natures of learning - to incorporate different perspectives and voices.  Pose a theoretical framework for global perspectives in higher education

3. Context  Globalisation  Culturally Diverse and Complex Societies  Sustainable Development  Globalisation  Culturally Diverse and Complex Societies  Sustainable Development

4. Globalisation  Interdependent World (Giddens,1991)  Flat World  More than just new technology and instant communications  Includes social, cultural and economic dimensions (Harvey,2003)  Interdependent World (Giddens,1991)  Flat World  More than just new technology and instant communications  Includes social, cultural and economic dimensions (Harvey,2003)

5. Examples  Dislocation from our traditional moorings  I am from nowhere  When do we turn the lights out  Everyone needs to learn Mandarin  Dislocation from our traditional moorings  I am from nowhere  When do we turn the lights out  Everyone needs to learn Mandarin

6. Diversity and Complexity  Diverse nature of societies- movement of peoples and impact of economic migration on communities  Results that in many educational environments have a range of cultures and complex communities  Also even if learning environment not that culturally complex likely future educational environment is going to be so.  Diverse nature of societies- movement of peoples and impact of economic migration on communities  Results that in many educational environments have a range of cultures and complex communities  Also even if learning environment not that culturally complex likely future educational environment is going to be so.

7. Sustainable Development  Meet the basic needs and enjoy a quality of life without compromising the quality of life of future generations. (UK government)  Education for sustainable development is about learning to: - respect, value and preserve the achievements of the past; - appreciate the wonders and the peoples of the Earth; - live in a world where all people have sufficient food for a healthy and productive life; - assess, care for and restore the state of our Planet; - create and enjoy a better, safer, more just world; - be caring citizens who exercise their rights and responsibilities locally, nationally and globally. (UNESCO)  Meet the basic needs and enjoy a quality of life without compromising the quality of life of future generations. (UK government)  Education for sustainable development is about learning to: - respect, value and preserve the achievements of the past; - appreciate the wonders and the peoples of the Earth; - live in a world where all people have sufficient food for a healthy and productive life; - assess, care for and restore the state of our Planet; - create and enjoy a better, safer, more just world; - be caring citizens who exercise their rights and responsibilities locally, nationally and globally. (UNESCO)

8. Academic Responses  Internationalisation  Inter-Cultural Understanding  Global Citizenship  Education for Sustainable Development  Global Perspectives and Global Dimension  Internationalisation  Inter-Cultural Understanding  Global Citizenship  Education for Sustainable Development  Global Perspectives and Global Dimension

9. Internationalisation  Dominant view is that internationalisation includes the policies and practices undertaken by academic systems and institutions and even individuals to cope with the global academic environment  Relationships in the past have often been influenced by an economic rationale and have not always been strategic (Middlehurst, 2006) in the sense of their contribution to enhancing learning  Dominant view is that internationalisation includes the policies and practices undertaken by academic systems and institutions and even individuals to cope with the global academic environment  Relationships in the past have often been influenced by an economic rationale and have not always been strategic (Middlehurst, 2006) in the sense of their contribution to enhancing learning

10. Inter-Cultural Understanding  Understanding of other cultures  Cross-cultural capabilties  Respecting difference  Understanding of other cultures  Cross-cultural capabilties  Respecting difference

11. Global Citizenship  Social mobility and international travel  Moral and ethical values (Dower,2003)  Critical engagement with and understanding of global questions (Oxfam,2006)  Cosmopolitanism (Osler and Starkey,2005)  Political and social activist (Mayo,2005)  Soft and Hard Global Citizenship (Andreotti,2006)  Social mobility and international travel  Moral and ethical values (Dower,2003)  Critical engagement with and understanding of global questions (Oxfam,2006)  Cosmopolitanism (Osler and Starkey,2005)  Political and social activist (Mayo,2005)  Soft and Hard Global Citizenship (Andreotti,2006)

12. Definition of Global Citizen Someone who:  understands s/he shares common humanity with others  Understands diversity to be essential to all life  Understands rights and responsibilities of citizenship and the local and global implications of these  Recognises connection between local and global events and actions  Sees themselves as involved and able to participate in the world  Understands importance of multiple perspectives and can access and reflect critically on divers range of views and information  Able to take action for the common good with regard to local and global consequences  (Abdi &Shultz,2006;2007) Someone who:  understands s/he shares common humanity with others  Understands diversity to be essential to all life  Understands rights and responsibilities of citizenship and the local and global implications of these  Recognises connection between local and global events and actions  Sees themselves as involved and able to participate in the world  Understands importance of multiple perspectives and can access and reflect critically on divers range of views and information  Able to take action for the common good with regard to local and global consequences  (Abdi &Shultz,2006;2007)

13. Education for Sustainable Development  In our view the greatest contribution higher education has to make to sustainable development is by enabling students to develop new values, skills and knowledge. The main (though not the only) way to make this happen is through curricula and pedagogy’  ‘sustainable development is the remit of those who manage estates or teach environmental management’  ‘upgrade skills on sustainable development’  In our view the greatest contribution higher education has to make to sustainable development is by enabling students to develop new values, skills and knowledge. The main (though not the only) way to make this happen is through curricula and pedagogy’  ‘sustainable development is the remit of those who manage estates or teach environmental management’  ‘upgrade skills on sustainable development’

14. Global Perspectives and Global Dimension  Understand our situation in a wider context  Make connections between local and global events and scales  Develop skills and knowledge to interpret events affecting our lives  Learn from experiences elsewhere in the world  Identify common interests and explore wider horizons (Bourn,MacKenzie, Shiel, 2006)  Understand our situation in a wider context  Make connections between local and global events and scales  Develop skills and knowledge to interpret events affecting our lives  Learn from experiences elsewhere in the world  Identify common interests and explore wider horizons (Bourn,MacKenzie, Shiel, 2006)

15. Skills for Global Perspectives  Self Reliant – where global awareness heightens self ‑ awareness, confidence, the ability to respond positively and pro ‑ actively to personal and professional change in today's globalised world.  Connected ‑ global citizens work well as part of a team, recognising the value and role of each member, inspiring others and developing cross-cultural capability and sensitivity to others.  Well ‑ rounded ‑ a graduate's range of skills can only be considered as well-rounded when they reflect the global environment in which we all operate.  Critical reflectors – a global perspective requires a student to challenge knowledge, reflect on the economic, social and political contexts that shape experience and adopt a critical perspective in analysis and decision-making, reflecting on self and others. (Shiel, Williams and Mann,2005)  Self Reliant – where global awareness heightens self ‑ awareness, confidence, the ability to respond positively and pro ‑ actively to personal and professional change in today's globalised world.  Connected ‑ global citizens work well as part of a team, recognising the value and role of each member, inspiring others and developing cross-cultural capability and sensitivity to others.  Well ‑ rounded ‑ a graduate's range of skills can only be considered as well-rounded when they reflect the global environment in which we all operate.  Critical reflectors – a global perspective requires a student to challenge knowledge, reflect on the economic, social and political contexts that shape experience and adopt a critical perspective in analysis and decision-making, reflecting on self and others. (Shiel, Williams and Mann,2005)

16. Global Skills  Ability to communicate effectively to people from a range of social and cultural backgrounds  Work within teams with people from range of backgrounds  Openness to range of perspectives and approaches  Solutions Orientated Attitude  Ability to understand impact of global forces on people’s lives  Ability to play an active role in society at local, national and international level.  www.lsis.org.uk/globalskills www.lsis.org.uk/globalskills  Ability to communicate effectively to people from a range of social and cultural backgrounds  Work within teams with people from range of backgrounds  Openness to range of perspectives and approaches  Solutions Orientated Attitude  Ability to understand impact of global forces on people’s lives  Ability to play an active role in society at local, national and international level.  www.lsis.org.uk/globalskills www.lsis.org.uk/globalskills

17. University of Hong Kong  As the world is getting smaller and more interconnected, it is important for the University to prepare its graduate as global citizens by developing an international outlook and enhancing their global competencies in terms of attitude, language abilities, knowledge and analytical skills through our curriculum, student activities and a variety of international experiences. ’

18. Global Perspectives at Bournemouth University  values methodologies, techniques and academic analysis from other cultures  challenges and discards prejudice  considers with sensitivity the effect of our actions on others locally and globally, both now and in the future  questions Eurocentric, rich world, restricted perspectives and takes into account viewpoints and circumstances from all regions of the world  presents learners with the capacity to calculate the risks of decision making  acknowledges the global forces that affect us all and promotes justice and equality  empowers learners to bring about change  provides an international curriculum and seeks opportunities to develop students international awareness and competence  values methodologies, techniques and academic analysis from other cultures  challenges and discards prejudice  considers with sensitivity the effect of our actions on others locally and globally, both now and in the future  questions Eurocentric, rich world, restricted perspectives and takes into account viewpoints and circumstances from all regions of the world  presents learners with the capacity to calculate the risks of decision making  acknowledges the global forces that affect us all and promotes justice and equality  empowers learners to bring about change  provides an international curriculum and seeks opportunities to develop students international awareness and competence

19. Bringing Together Range of Theoretical Influences  Beck and Globalisation  Freire and Pedagogy  Giroux and Critical Pedagogy  Spivak and Postcolonialism  Systems Theory as developed by Sterling in relationship to sustainable development  Transformative Learning  Beck and Globalisation  Freire and Pedagogy  Giroux and Critical Pedagogy  Spivak and Postcolonialism  Systems Theory as developed by Sterling in relationship to sustainable development  Transformative Learning

20. Towards a Theory for Global Perspectives in Higher Education  Crossing ideological boundaries (Giroux,2005)  Critical conscious understanding of relationship with the world through dialogue and reflection (Freire)  Interconnected world requires a new global research imaginery (Weiss, Fine and Dimitriadis in Apple,Au and Gaudin, 2009)  Skills of flexible thinking, team work, conflict resolution, understanding of other cultures, integrated thinking and capacity to handle uncertainites (Beck,2000)  Awareness of the complexity and non-homogenity of indigenous and mainstream cultures and knowledge (Bhaba,1994)  Crossing ideological boundaries (Giroux,2005)  Critical conscious understanding of relationship with the world through dialogue and reflection (Freire)  Interconnected world requires a new global research imaginery (Weiss, Fine and Dimitriadis in Apple,Au and Gaudin, 2009)  Skills of flexible thinking, team work, conflict resolution, understanding of other cultures, integrated thinking and capacity to handle uncertainites (Beck,2000)  Awareness of the complexity and non-homogenity of indigenous and mainstream cultures and knowledge (Bhaba,1994)

21. Complexity and Uncertainty  We ourselves argue that the challenge for learning in relation to sustainable development is to confront learners with competing accounts of human and environmental reality wherever complexity and uncertainty mean that it is possible for competing rationalities to yield competing versions of the truth. (Scott and Gough,2004)

22. Changing Perspectives  Equipping Learners to Participate in a globalised world requires:  Moving from fixed content and skills that conform to a predetermined idea of society - to concepts and strategies that address complexity, difference and uncertainty  Moving from absorbing information, reproducing received knowledge, accepting and adapting to existing structures- to different models of thinking, being to assess, interrogate and connect information, to generate knowledge, to live with difference and conflict, to shift positions and perspectives according to contexts  Moving from structured, ordered and stable, predictable, comprehensible as a whole, universal meanings and interpretations - to complex and changing, uncertain, multifaceted and interconnected, different meanings and interpretation  Equipping Learners to Participate in a globalised world requires:  Moving from fixed content and skills that conform to a predetermined idea of society - to concepts and strategies that address complexity, difference and uncertainty  Moving from absorbing information, reproducing received knowledge, accepting and adapting to existing structures- to different models of thinking, being to assess, interrogate and connect information, to generate knowledge, to live with difference and conflict, to shift positions and perspectives according to contexts  Moving from structured, ordered and stable, predictable, comprehensible as a whole, universal meanings and interpretations - to complex and changing, uncertain, multifaceted and interconnected, different meanings and interpretation

23. Challenges this presents: Questioning and moving from dominant cultural modes of learning Valuing voices and perspectives that often devalued within own societies Recognising this raises issues of social justice, equity and wider questions about goal and purpose of education

24. Issues to Consider and Discuss  Who are our programmes for?  How are we recognising need to address learning and skills for a global society in educational programmes?  Review courses and policies- what should be considered?  Professional development – what are the key needs for staff?  Who are our programmes for?  How are we recognising need to address learning and skills for a global society in educational programmes?  Review courses and policies- what should be considered?  Professional development – what are the key needs for staff?

25. Summary  Global Perspectives includes recognition not only of differing voices and perspectives but also importance of globalisation, critical thinking skills and promotion of social justice.

26. Thought for the Day ‘A global institution does not impose one view, one way of life, or form of knowledge on the rest of the world. It creates a space in which ‘the rest of the world’ can examine what we hold to be important and true in a safe, enjoyable and productive relationship of equals. Only once we have created such spaces will we be able to claim that we are becoming global.’ (Tormey, 2006).

27. Further Readings Abdi and Shultz (2008) Education for Human Rights and Global Citizenship, Albany, State University of New York Bourn, D (2008) Development Education: Debates and Dialogues, London, Bedford Way Papers Unterhalter and Carpentier (2010) Global Inequalities and Higher Education, Basingstoke, Palgrave

28. Thanks d.bourn@ioe.ac.uk d.bourn@ioe.ac.uk Thanks d.bourn@ioe.ac.uk d.bourn@ioe.ac.uk