GlobaL citizenship – a Concept for higher education?

1. GlobaL citizenship – a Concept for higher education? Speaking with Words: art, design and performing arts as a global language for global citizens HEA Seminar UAL Central St Martins 31st March 2014 Jan Bamford

2. “I am here because I want to be global” – London Met postgraduate student (2010) • What does this mean for educators and for those embarking on an international and or higher education journey?

3. What is Global Citizenship • Abstraction or valid concept? (Davies, 2006) • For higher education can we see it as? • equipping students to be effective graduates in the global economy, to understand the complex world in which they will be living and working, making sense of the world. It also relates to being informed social activists.” (Bourn, D. (2010) Students as Global Citizens in Jones,E. (ed) Internationalisation & the Student Voice. London: Routledge) • Different perspectives – interconnectedness and intercultural implications ( Gundara, 2011) • Developing cultural fluencies • Development of cosmopolitanism (Sanderson, 2008) • being able to critically reflect on one’s own values in order “to dismantle the barriers that obstruct a legitimate understanding and acceptance of the other” (Sanderson, 2008:287) • Cultures of Learning (Mott-Smith, 2012)

4. What is Global citizenship – do we need a definition? Oxfam (2014) sees a global citizen as someone who: • is aware of the wider world and has a sense of their own role as a world citizen • respects and values diversity • has an understanding of how the world works economically, politically, socially, culturally, technologically and environmentally • is outraged by social injustice • participates in and contributes to the community at a range of levels from local to global • is willing to act to make the world a more sustainable place • takes responsibility for their actions (2014) https://www.oxfam.org.uk/education/global-citizenship/what-is-global-citizenship. Last accessed: February 5th

5. Cultural fluencies • HEIs across the UK are seeking to embed “global competence” in programme offerings but there is little national understanding of the extent to which students feel that they are global citizens.Currently there is no consistent means to evaluate or recognise or reward excellence in programmes which are able to internationalise the outlook of their students. • We need to seek a common ground for students’ interactions • Arkoudis et al (2013)

6. Levels of interaction

7. Art as a language for communication - avoiding ‘silencing’? • ‘…sometimes I just keep silent and don’t speak with people just because, it takes me a lot of effort to think about something • I spent all day just reading through articles and in the end I just had nothing’ (PB) • ‘.. For two weeks I couldn’t have meals, it was so stressful.’ (RT) • ..in this country I have to explain my opinions, my ideas … in Japan we can’t talk a lot in the classroom. We just sit and listen to what the professor says and taking notes …now I brought some books and I also got some Japanese books on marketing because its far easier for me to understand.’ (RT)

8. The nature of culture • The culture of the group – norms, roles, values, beliefs, rituals, traditions – represents the boundary between members and non-members. Culture provides what one needs to know to function as a member in good standing within various groups to which the person belongs. Culture gives one both a way to make sense of the world and an orientation to it. It represents a set of assumptions about how the world works and how people within the group are expected to relate to one another. Culture includes guidelines for acceptable behaviour, including appropriate gestures, words, tones and demeanour expected in rituals of greeting, eating and meeting and so on. (McNamee and Faulkner, 2001:67)

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10. Familiar Cultural symbols

11. Model of intercultural communication – the levels of complexity around developing cultural fluency • Taken from Neulip, (2009)