Perspectives on Lifelong Learning and Global Citizenship: Beyond the Classroom (Sustainable Development Goals Series)

Foreword
	References
Contents
Contributors
1 Introduction
	Abstract
	References
2 The Educator in Global Citizenship Education: Centering Context and Enabling Being
	Abstract
	2.1 Introduction
	2.2 Locating Ourselves: Making the (Often) Invisible, Visible
	2.3 Introducing Ourselves as Authors and Educators
	2.4 Identity Work for GCE Educators
	2.5 Part One: Why Context Matters for Global Citizenship Education
		2.5.1 Contesting Global Citizenship
	2.6 Positioning Global Citizenship Education
	2.7 Contextualising the UCT Global Citizenship Programme (GCP)
	2.8 Part Two: Global Citizenship Education in Practice: Why Context Matters
		2.8.1 2010 To Mid-2015: Genesis of UCT GCP
		2.8.2 Mid-2015 to Mid-2019: Rupture and Maturation of UCT GCP
		2.8.3 Mid-2019 to Present: A New Team and Covid-19—A Point of Reflection on Practice
	2.9 Relational Engagement and Care in the ‘Emergency Remote Teaching’ Context
	2.10 Creativity and New Opportunities for Thinking About GCE
	2.11 Part Three: The GCE Educator—Pedagogy, Practice, and Purpose
		2.11.1 Pathways to Entering the GCE Space—Our Individual Journeys
	2.12 Our Pedagogical Orientations and Practices—Positioning Ourselves as Educators
	2.13 Part Four: Enabling Being—A Reimagined Future for GCE Pedagogy and Practice
		2.13.1 Situating and Enabling Being in GCE
		2.13.2 Implications for GCE Educators
	2.14 Conclusion: Envisioning a Future for Global Citizenship Education—A Paradigm Shift and Questioning Purpose
	References
3 Beyond Borders: Employing Empathic Global Citizenship as a Framework for Enhancing Critical Community Engagement
	Abstract
	3.1 Introduction
	3.2 Higher Education Institutions as Drivers of Global Citizenship
	3.3 Empathic Global Citizenship: A Theoretical and Practical Framework for Enhancing Critical Community Engagement
		3.3.1 The Empathy Component
		3.3.2 The Global Citizenship Component
	3.4 Leveraging Place, Context, and Resources
		3.4.1 The Borderland Institution with a 21st Century Demographic
		3.4.2 Integrative Community Engagement
		3.4.3 Vignettes of Engagement in Action
	3.5 Conclusion and Future Directions
	References
4 Creating a Fourth Space for Social Impact Collaborations Across Boundaries: Active Project-Based Learning and Internships for GC Education
	Abstract
	4.1 Introduction
		4.1.1 Background
			4.1.1.1 Service Learning and Wise Practice in WIL
			4.1.1.2 Co-creation and Ethical Decision-Making
			4.1.1.3 Structuring Experiences for Impact
	4.2 Creating a Hybridized Fourth Space for the Fourth Industrial Revolution
	4.3 Methodology
	4.4 Data Collection
		4.4.1 Experience Design
		4.4.2 Designing Inclusive Online Service Learning Experiences with Impact
		4.4.3 Designing for Mental Health and Wellbeing: A Safe Online Space
		4.4.4 Social Impact Project Innovative Solution Design Sprint Framework
	4.5 Results
		4.5.1 Survey Results
		4.5.2 Qualitative Data
		4.5.3 Qualitative Information: Observer Participant Intern Feedback
	4.6 Findings and Discussion
		4.6.2 Findings: Stakeholder Collaboration
	4.7 Implications and Recommendations
		4.7.1 Roles and Responsibilities
		4.7.2 Technology Use
		4.7.3 Communication
		4.7.4 Impact on Sprint Team Facilitators
		4.7.5 Cultivating Industry and Community Partners
		4.7.6 Recommendations for Learners
	4.8 Future Directions: Improving and Extending the Model
	4.9 Conclusion
	Appendix/Definitions
	References
5 Women’s Human Rights Teaching, Learning and Advocacy Resource: Integrating Global Citizenship Frameworks into Feminist Curricula
	Abstract
	5.1 Introduction
		5.1.1 The Beijing Declaration and Platform for Action
		5.1.2 New Approaches at the UN
	5.2 Background
		5.2.1 The Women’s Human Rights Teaching, Learning, and Advocacy Resource (WHR TLAR)
	5.3 Global Citizenship
		5.3.1 Grassroots Advocacy and Global Citizenship Education
	5.4 Methodology
		5.4.1 Informal, Anti-colonial Approaches to Global Citizenship Education
		5.4.2 Participants and Recruitment
	5.5 The Link Between Global Citizenship and the WHR TLAR
	5.6 The Current and Future Impact of the WHR TLAR
		5.6.1 Recommendations
		5.6.2 What Is Next for the WHR TLAR?
	5.7 Conclusion
	References
6 A Feminist Socio-Ecological Framework for Transforming Early Learning Programs in Low- and Middle-Income Countries
	Abstract
	6.1 Introduction
		6.1.1 Early Childhood Policy and Programs in International Education Development
		6.1.2 Gender Socialization in Early Childhood Programming
	6.2 Theoretical Frameworks
		6.2.1 Poststructural Feminism
		6.2.2 Bronfenbrenner and Socio-Ecological Systems
	6.3 Methodology
		6.3.1 Policy Documents
		6.3.2 Analysis
	6.4 Results
		6.4.1 Summary Data
	6.5 Analytical Findings
	6.6 Holistic Feminist Evaluation: Gaps and Onus
		6.6.1 Interrogating Multi-level and Interactive Silences
		6.6.2 Emerging Methodologies and Instruments
	6.7 Discussion
		6.7.1 Strengths of the FSE framework
		6.7.2 Weaknesses of the FSE framework
	References
7 Exploring Social Cognitive Outcomes of a Multiphase Mentoring Program for Girls in Armenia
	Abstract
	7.1 Introduction
		7.1.1 About Nor Luyce
	7.2 The Nor Luyce Program
		7.2.1 Introduction to Global Citizenship Connection
		7.2.2 Alignment with Sustainable Development Goals and Global Citizenship
		7.2.3 Framing Global Citizenship and Self-efficacy, Interests, and Choice Goals
	7.3 Literature Review
		7.3.1 Mentoring as a Construct
		7.3.2 Nor Luyce Mentoring Structure
		7.3.3 Social Cognitive Theory
		7.3.4 Social Cognitive Career Theory
		7.3.5 Self-efficacy
		7.3.6 Interests
		7.3.7 Choice Goals
		7.3.8 The Nor Luyce Framework
	7.4 Methodology
		7.4.1 Participants
		7.4.2 Self-efficacy
		7.4.3 Interests
		7.4.4 Choice Goals
	7.5 Data Analysis
		7.5.1 Results
	7.6 Discussion
		7.6.1 Self-efficacy, Career Interests, Career Goals
		7.6.2 Self-efficacy, Academic Interests, Academic Goals
	7.7 Conclusion
	References
8 The Nexus of Global Citizenship and Community-Controlled Health
	Abstract
	8.1 Introduction
		8.1.1 Global Public Health and the Sustainable Development Goals
		8.1.2 GC in the Context of NCDs
		8.1.3 NGOs Putting GC Values into Practice
	8.2 Literature Review
	8.3 CLAN’s Five Pillars in Practice: Congenital Adrenal Hyperplasia in Pakistan
	8.4 Discussion and Next Steps
	8.5 Conclusion
	References
9 Growing, Learning, Sharing, and Healing Together: Home Garden Networks as a Learning City and Movement to Global Citizenship and Life-Long Learning
	Abstract
	9.1 Food Systems: Critical Issues
	9.2 Personal Reflections
		9.2.1 The Jasmine Flower Garden
		9.2.2 The Mekong River Garden
	9.3 The Home Garden Network Program
	9.4 The HGN Framework: A Lens for Imagination and Transformation
	9.5 Food Systems Impact: Health
	9.6 Food Systems Impact: Environment
	9.7 Food Systems Impact: Economics
	9.8 Conclusions
	References
10 A Civics of Interdependence: Advancing Global Solidarity Through Communities of Inquiry and Action
	Abstract
	10.1 Introduction
	10.2 Case Studies
		10.2.1 Case #1: College Unbound by Nora Pillard Reynolds
		10.2.2 Spring 2021 Course
			10.2.2.1 Context
			10.2.2.2 Toolkit Application
			10.2.2.3 What Worked
		10.2.3 Case #2—Haverford College
		10.2.4 Fall 2020 and Spring 2021 Course
			10.2.4.1 Context
			10.2.4.2 Toolkit Application
			10.2.4.3 What Worked
		10.2.5 Summer 2020 Center for Peace and Global Citizenship (CPGC) Internship Orientation—
			10.2.5.1 Context
			10.2.5.2 Toolkit Application
			10.2.5.3 What Worked
			10.2.5.4 Moving Forward
		10.2.6 Case #3—Dickinson College by Samantha Brandauer
			10.2.6.1 Context
		10.2.7 Summer 2020 Course
			10.2.7.1 Toolkit Application
			10.2.7.2 What Worked
		10.2.8 Dickinson in Washington, DC Semester Program
			10.2.8.1 Toolkit Application
			10.2.8.2 What Worked
		10.2.9 Spring 2021 Globally Integrated Semester (GIS) 4-Workshop Series
			10.2.9.1 Toolkit Application
			10.2.9.2 What Worked
		10.2.10 Moving Forward
		10.2.11 Case Study #4—Gateway Community College by Erin Sabato
			10.2.12.1 Context
			10.2.12.2 Toolkit Application
			10.2.12.3 What Worked
		10.2.13 Case Study #5—Quinnipiac University by Erin Sabato
			10.2.14.1 Context
			10.2.14.2 Toolkit Application
			10.2.14.3 What Worked
	10.3 Key Insights
	10.4 Next Steps
	References
11 Active Experimentation, Embodiment, and High-Impact Practices in GCE: Diving in and Letting Go
	Abstract
	11.1 Introduction
	11.2 Background
		11.2.1 GCE as a Multifaceted Experience
		11.2.2 High-Impact Practices
		11.2.3 Global Citizenship as an Active Practice
		11.2.4 Play, Embodiment, and Education
		11.2.5 Empathic Perspective-Taking
		11.2.6 Students as Colleagues/Importance of Co-creation
	11.3 Vignettes
		11.3.1 Vignette #1: Role-Playing and Simulation for GSL Professional Development
		11.3.2 Vignette #2: Exploring Identity and Self Through Theatre Games in Peru
		11.3.3 Vignette #3: Nurturing Student-Led Reflective Circles
		11.3.4 Vignette #4: Conversation Circle with the UN
	11.4 Discussion
		11.4.1 Implications for Instructors
		11.4.2 Implications for Learners
		11.4.3 Implications for Administrators
		11.4.4 Questions for Consideration
	11.5 Conclusion
	References