2017

24-28

JULY

CITIZENSHIP EDUCATION

INSTITUTE ON GLOBAL

2017 INTERNATIONAL

UNESCO Chair in Global Learning and Global Citizenship Education

UCLA Graduate School of Education & Information Studies

UCLA Graduate School of Education & Information Studies UNEUSCOLA C Gharaird iuna Gtel oSbcahl oLoela orfn Eindgu acnadtio Gnl o&b Ianlf oCrimtizaetniosnh iSpt uEddiuecsa tion UNESCO Chair in Global Learning and Global Citizenship Education 2017 INTERNATIONAL 2017 INTERNATIONAL INSTITUTE ON GLOBAL INSTITUTE ON GLOBAL CITIZENSHIP EDUCATION CITIZENSHIP EDUCATION

JULY 24-28

2017

2017

24-28

JULY

CITIZENSHIP EDUCATION

INSTITUTE ON GLOBAL

2017 INTERNATIONAL

UNESCO Chair in Global Learning and Global Citizenship Education

UCLA Graduate School of Education & Information Studies NO Zero.FEB, 8, 2017

Publisher: Why Global Commons Review? 04 Paulo Freire Institute-UCLA Dr. Carlos Alberto Torres, Editor (on behalf of the Editorial Board)

The UNESCO-UCLA Chair in Global Learning and Global Citizenship Editor, Distinguished Professor of Education Education Carlos Alberto Torres and UNESCO UCLA The Inauguration of the UNESCO-UCLA Chair in Global Learning and Chair in Global Learning and Global Global Citizenship Education Citizenship Education Yoomi Chin, Ph.D, Co-Founder & Chief Marketing Officer, Arkaive Inc. Associate Editor, Mr. Tuan Anh Nguyen

Editorial Board Dossier: Vietnam 09 Carlos Alberto Torres Vietnam as a pioneer country in global citizenship education Tuan Anh Nguyen Nguyen Lan Anh, Columnist, VietNamNet Johanna Drucker Ana Elvira Steinbach Torres Global Citizenship Education Network and The Global Leader Daniel Schugurensky Scorecard Nguyen Anh Tuan, Editor-in-Chief, Global Citizenship Education ISSN in the magazine Network and Thomas Patterson, Bradlee Professor of Government and ISSN 2475-6687 the Press, Harvard University.

Regional Stories 15

Africa Teachers in Africa and global citizenship education Charl Wolhuter, Comparative and International Education Professor, North-West University, South Africa

Asia Taiwan University launches center for global citizenship education Liangwen Kuo, Professor and Director, National Chiao Tung University (NCTU)- Center for Global Citizenship Education (GCEC) in Taiwan.

Europe Peace education in Europe Werner Wintersteiner. Professor, Alpen-Adria-Universität Klagenfurt, Centre for Peace Research and Peace education

Middle East Global citizenship in a hyper-national state: the case of Israel Halleli Pinson, Senior Lecturer, Department of Education, Ben-Gurion University

The Americas Literacy as a tool for critical global citizenship Timothy D. Ireland, UNESCO Chair in Youth and Adult Education, and Professor Federal University of Paraiba, Brazil. UNESCO’s Topics 29 UNESCO Associated Schools (ASPnet): How might the power of the network be ignited? Lynette Shultz, Associate Professor, Centre for Global Citizenship Education & Research, University of Alberta

From Article 26.2 to Target 4.7: Global citizenship education and international networks Daniel Schugurensky, Professor School of Public Affairs and School of Social Transformation, Arizona State University

The Higher Education Corner 36 ‘Occupy Knowledge’ for a democratic higher education Peter Mayo, Professor and Head of the Department of Arts, Open Communities and Adult Education, Faculty of Education, University of Malta

Neoliberalism and the resurgence of nationalist populism: Towards a critical pedagogy of university global citizenship education Jason Nunzio Dorio, Postdoctoral Scholar, UCLA Graduate School of Education and Information Studies, Director of Academic Programs, UNESCO-UCLA Chair on Global Learning and Global Citizenship Education

CyberSecurity: The New Frontier of Global Citizenship Education? 45

Complexities of cybersecurity Nazli Choucri, Professor of Political Science Massachusetts Institute of Technology

Global Citizenship Education: Topics and Learning Objectives 51

Global understanding and citizenship Benno Werlen, Friedrich Schiller University Jena Executive Director of the International Year of Global Understanding

The holocaust as topic in global citizenship education Susan Wiksten, Ph.D. Candidate, Division of Social Sciences and Comparative Education, UCLA Graduate School of Education & Information Studies

Ecopedagogy’s essential role in teaching global citizenship and sustainable development Greg William Misiaszek, PhD, Assistant Professor, Beijing Normal University, Faculty of Education, Institute of Educational Theories

Global Commons Review | 1 WHY ?

Three pillars support this initiative: will nurture a more democratic WWe offer the reader issue number putting every child into school, and just society. zero of Global Commons Review, improving the quality of a new magazine published by the learning, and fostering global But there are other reasons to Paulo Freire Institute-UCLA and citizenship. When we cultivate promote this model as a new produced by the UNESCO-UCLA the third pillar, global citizenship educational narrative. First, it Chair in Global Learning and education, new programs of will challenge the instrumental Global Citizenship Education. We teaching and research emerge. rationale for increasing the want to stress the importance of As diverse planetary regions technological impetus of global citizenship education and face multifaceted crises, global educational discourse in favor of feature what we believe to be its learning becomes an essential a more practical, nuanced way manifold implications and tool for building understanding of addressing the problematic applications for formal , informal across borders and cultures snarls of contemporary society. and non-formal education. We in favor of social, political, As a democratic model of believe this will help policy makers, economic, and environmental governance, it will present government officials, academics, interconnection. By promoting alternatives to the newest communities and institutions GEFI, former Secretary Ban Ki- models of banking education. navigate its ever-shifting tides moon melded the concepts of It may also help to identify ways and currents. education-for-all and quality to prevent predatory economic education, espousing global and cultural forces that threaten Confronting multiple, simultaneous citizenship as a new model of to accelerate the wholesale globalization efforts, the Global intervention to attain peace destruction of the planet. Education First Initiative (GEFI) and sustainable development. launched in 2012 by erstwhile We expect that Mr. Antonio former U.N. Secretary General Ban Guterres, the new U.N. Secretary, Ki-moon, predicates global will continue this effort. citizenship education as a solution to enhance g l o b a l peace, There are at least three reasons improve the sustainability of the that justify global citizenship planet, and bolster the defense education. First, it can contribute of a global commons. In an in- to global peace. Second, it can creasingly chaotic world system, help to interrupt social cultural what Ulrich Beck calls “a risk soci- and economic inequalities ety,” GEFI envisioned global edu- and reduce both absolute and cation as a linchpin for reducing relative poverty in the world. Third, poverty and hunger, curtailing it can offer practical options and wasted potential, and developing best practices to promote civic stronger societies. minimums and civic virtues that

Dr. Carlos Alberto Torres, Editor (on behalf of the Editorial Board)

Global Commons Review | 2 A central premise of this analysis is that global citizenship is seen as an intervention dealing with a new wave of global CONTENTS challenges that require some form of collective response to find effective solutions. These include increasingly of integrated and knowledge-driven economies; greater migration between countries and from rural to urban areas; growing inequalities; more awareness of the importance of Number Zero sustainable development, including concerns about climate change and environmental degradation; a ballooning youth demographic and the constant acceleration of global technological development. Each of these elements carries far-reaching implications which, together, represent a historic period of transition. Education systems need to Issue number zero is divided into respond to global challenges requiring collective response several sections. with strategies that are themselves global, rather than country-by-country. Dr. Yoomi Chin offers a précis of the inauguration of the UNESCO- We are convinced that global citizenship adds value to UCLA Chair and its celebration national participation in the global commons. But what is a of their first year of operation. global commons? The earth’s un-owned natural resources, such as the oceans, the atmosphere, and space are traditionally considered the world’s global commons, but Each issue will have a special we assume there are other ways to look at global commons. dossier. The dossier of the present issue features Vietnam The concept of global commons heralded in this publication as a pioneering country in is supported and defined by three basic propositions. The global citizenship education first is that our planet is our only home that we must protect with articles by Nguyen Lan Anh through sustainable education in global citizenship, moving and by Nguyen Anh Tuan and from diagnosis and denunciation into policy implementation and action. Thomas Patterson.

Second, the global commons is predicated on the idea that Each issue will focus on stories global peace is an intangible cultural good of humanity with from particular regions of the immaterial value: a utopic but realizable human treasure. world. In issue number zero, Charles Wolhuter offers some Third, the creation of a global commons depends on the reflection on global citizenship cultivation of human desire and ability to find ways for people to live together democratically in an ever more education and teachers in diverse world, seeking to fulfill their individual and cultural Africa. Liangwen Kuo writes interest and achieving their inalienable rights to life, liberty, about the first center for and the pursuit of happiness. Global citizenship supports the global citizenship education establishment of planetary peace and the development of inaugurated at the National its requisite human resources through civic engagement in Chiao Tung University, Taiwan its classical dimensions of knowledge, skills, and values. in December, 2016. Werner Planet, people and peace are necessary components for Wintersteiner discusses Peace the creation of a global commons. Global Commons Review Education in Europe. Halleli will offer intellectual and political insights on how to nourish Pinson discusses Global them by identifying best practices and offering sensible, Citizenship in a hyper-national policy-oriented recommendations and programs. state: in this case, Israel. Timothy D. Ireland presents a successful Our Global Commons Review will be published online twice Literacy program as a tool for a year and once a year in print. As this issue indicates, we will critical global citizenship in Brazil. bring perspectives from different parts of the planet, report on new projects advancing the cause of global citizenship education such as the Global Citizenship Education Network, focus on ‘hot’ issues that deserve specific attention as well as policies of interest for the future of Global Commons Education.

Global Commons Review | 3 K#&$20(&1..)$&%($4$&S1**&8$&24%10*$.& F1A($4& $;)02%1/#& 1.& 2& 04)012*& Werlen; the second, concerning 28/)%&%/910.&1#%1D2%$*"&0/##$0%$;& 24$2& 5/4& ;$?$*/91#A& A*/82*& the Holocaust as a Topic for %/& %($& S/4B& /5& >J:'6GQ& & K#& %(1.& 01%1+$#.(19&$;)02%1/#&9420%10$.Q& global citizenship education is by 1..)$,& %($4$& 24$& %S/& .)0(& 24%10*$.,& C(1.& 1..)$& 0/#%21#.& %S/& .)0(& Susan Wiksten; the third by Greg /#$&8"&!"#$%%$&'()*%+&/#&>J:'6G& 24%10*$.\& /#$& 8"& 3$%$4& E2"/ Misiaszek discussing sustainable development examines the -../012%$;& '0(//*.& T-'3#$%U,& /#& %($& 299*102%1/#& 1#& (1A($4& important concept of 2#;& /#$& 8"& @2#1$*& '0()A)4$#.B"& $;)02%1/#& /5& B#/S*$;A$& 2#;& $O9$41$#0$& A2%($4$;& 8"& ecopedagogy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hree more articles dealing with 7*/82*& 6/DD/#.& =$?1$S& %/& 6(/)041& /#& %($& 0/D9*$O1%1$.& /5& crucial issues in global citizenship 94/D/%$& 2& .920$& 5/4& ;$82%$& education conclude our issue 0"8$4&.$0)41%"Q 2#;&20%1/#&24/)#;&041%102*&A*/82* number zero. The first on Global 01%1+$#.(19&$;)02%1/#Q&&:#R/"d& Citizenship and Global Understanding is by Benno This magazine is also online. See http://unesco.gseis.ucla.edu If you have any comments or suggestions, do not hesitate to write to [email protected]

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THE UNESCO-UCLA CHAIR IN GLOBAL LEARNING AND GLOBAL CITIZENSHIP EDUCATION The Inauguration of the UNESCO-UCLA CHAIR IN GLOBAL LEARNING AND GLOBAL CITIZENSHIP EDUCATION

The world we are living in is evolving and transforming more rapidly and dynamically, both vertically and horizontally, than it has ever been in the history of humankind, as a result of the incessant advancement of today’s technology. The innovation of weapons technology has triggered and exacerbated national and regional conflicts on multiple levels, fortifying and elevating the possibility of national segregation and increasing the likelihood of war and terrorism in the international community. At the same time, digital technology has blurred many socio-cultural boundaries and brought the citizens of the world together, helping them empower each other to restore social justice.

Global Commons Review | 4 The celebration included UNESCO Director- General Irina Bokova, global philanthropist Courtney Sale Ross, Los Angeles Mayor Eric Garcetti, UCLA Chancellor Gene Block, UCLA GSEIS Dean, Dr. Marcelo Suarez-Orozco, and Dr. Carlos Alberto Torres, the initial UNESCO- UCLA Chair in Global Learning and the first Global Citizenship Education Chair in the history of the University of California system.

The UNESCO-UCLA Chair in Global Learning and Global Citizenship Education was established to provide scholars, educators, and students with a platform to practice and share their teaching, learning, and activism in written and spoken dialogue about global Yoomi Chin, Ph.D citizenship education. It is committed to the Co-Founder & Chief Marketing Officer, Arkaive Inc. following objectives: Today, as we stand in the midst of converging conflicts and crises, it is critical that we define who we are and understand what our roles and t
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responsibilities are as cosmopolitan citizens. global citizenship in the current generation of Accordingly, the call for global citizenship undergraduate students; education (GCE) in all educational settings, from t
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formal to informal to non-formal, is urgent. empirically-based and theoretically-sound research agenda for global learning and global In response to the critical need for initiating citizenship education at the graduate level; and fostering global citizenship education , the t
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Graduate School of Education and Information global learning within UCLA, working with Studies (GSEIS) of the University of California inter-university programs and institutions; Los Angeles (UCLA), a global research university, which is well known for fostering a wide spectrum of talent in one of the most diverse cities in the world, was recently selected as the site of the United Nations Educational, Scientific and Cultural Organization (UNESCO) Chair in Global Learning and Global Citizenship Education, with the support of the UCLA Academic Senate and t
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the U.C. Office of the President to help strengthen the school’s commitment to global education. First Initiative and the Post-2015 Development Goals, specifically pertaining to global citizenship The UNESCO-UCLA Chair was formally education; inaugurated at the West Coast celebration of t
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the 70th anniversary of UNESCO at the Skirball empirical understanding of the value of global Cultural Center in Los Angeles on February 8, citizenship education added to the tensions of 2016. national citizenship.

Global Commons Review | 5 “The core mission of the UNESCO-UCLA of global citizenship. In order to expand Chair is to construct a pole of excellence research on global citizenship and instill and innovation in global learning and global the core of global citizenship education in citizenship education, necessary to promote the academy, it is crucial that the term of peace, awareness, and action for issues of global citizenship is organically defined, its social and environmental justice and global value critically fathomed, and its various citizenship,” says Dr. Torres, the inaugural forms diligently studied for best practice and UNESCO chair, Distinguished Professor application. Vietnam of Education and Director of the Paulo “Any definition and theory of global Freire Institute at GSEIS. “Global citizenship citizenship should address what has become as a pioneer country education, which is related to the fields of the trademark of globalization: cultural peace education, human rights education, diversity,” comments Dr. Torres. “Global multicultural education, and education for sustainable development, is based upon the citizenship should encapsulate a definition of three principles of the global commons: people, global democratic multicultural citizenship.” peace, and the planet. My work as a global public intellectual seeks to recognize that The UNESCO-UCLA Chair in Global peace is an immaterial treasure of humanity, Learning and Global Citizenship celebrates its that life, liberty and the pursuit of happiness first-year anniversary this year. On February are inalienable rights of all human beings, and 8, 2017, the institution celebrated its first-year that we need to defend the planet, our only anniversary with a special lecture by Dr. Dan home, promoting planetary citizenship against Wagner, the UNESCO Chair in Learning and predatory cultures,” Dr. Torres adds. Literacy and professor of education at the University of Pennsylvania. “United Nations Global citizenship education , whose purpose Sustainable Development Goals place a high serves to empower learners of all ages to QSJPSJUZ
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become conscious and proactive contributors learning,” Dr. Wagner commented. “Yet, such to a more peaceful and secure world, stems goals are mainly normative: they tend to be from the Global Education First Initiative of averages across nations, with relatively limited the United Nations. attention to variations within countries.” In his lecture, Dr. Wagner provided an analysis of the Launched by former U.N. Secretary-General scientific tensions in understanding learning Ban Ki-moon on September 26, 2012, the Global Education First Initiative “aims to among poor and marginalized populations. generate a renewed push to achieve education His presentation ended with a conclusion that goals internationally agreed upon and the UN goals need to focus on learning among announced in 2015 and get the world back on the poor in order to address socio-economic track in meeting its education commitments.” JOFRVBMJUJFT
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UCLA Chair in Global Learning and Global citizenship. Citizenship in academia, the journey of the scholars and educators for the pedagogy and As integral members of the UNESCO-Chair, practice of global citizenship continues with researchers, educators, and scholars will have the universal hope of bringing about and to continue to tackle the meaning and the value instilling the principles of social justice in our global community.

Global Commons Review | 6 DOSSIER: VIETNAM

Dr. Carlos Alberto Torres, UNESCO UCLA Chair in Global Learning and Global Citizenship Education, along with Mr. Nguyen Anh Tuan, CEO and Editor- Vietnam in-Chief, Global Citizenship Education Network, as a pioneer country and Chair of the International Advisory Committee of UNESCO-UCLA Chair in Global Citizenship in Education, and Dr. Ana Elvira Steinbach, member of GLOBAL the Global Citizenship Education Network, visited Vietnam in late December 2016 and early 2017. CITIZENSHIP

that the program’s content and objectives are consistent Network program organized with the orientation of the within the UNESCO UCLA Vietnamese government. He Chair in Global Learning and noted that the program will On December 21, 2016, Dr. Global Citizenship Education prove the Vietnamese people’s Torres had an official meeting will further promote the with President of Vietnam ability to do significant work relationship between Vietnam Tran Dai Quang. During the in the area of globalization. meeting, President Quang and the United States. To honor Minister Phung Xuan Nha the future collaboration with respectfully expressed his also proposed that Dr. Torres support for the deployment Global Citizenship Education and the Global Citizenship of the global citizenship Network, President Tran Dai education program in Quang presented Dr. Torres Education Network should Vietnam, and praised Dr. with a ceramic Tran Dynasty provide Viet Nam’s Ministry of Torres for his dedication blue dragon, a cultural gift of Education and Training with to global citizenship and symbolic significance. a full range of content, data education. According to the and criteria for this program. President, the Vietnamese 0O
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Torres and other delegates the program, the Minister human resources in the met with Phung Xuan Nha, asked Vietnam’s Institute Vietnamese Minister of country, making training and of Educational Science education important goals Education and Training, to and Department of Higher connected to strategic growth. discuss the implementation In particular, global citizenship of the global citizenship Education to cooperate and education will have a positive education program in integrate the global citizenship influence in helping to achieve Vietnam. During the two- education program’s content these goals. President Tran hour meeting, Minister Phung into the national educational Dai Quang believes that the curriculum. Dr. Nguyen Minh Global Citizenship Education Xuan Nha confirmed

Global Commons Review | 7 Thuyet, a representative of the Vietnam Program and Textbook Editing Committee, was another proponent for bringing the global citizenship education program’s content into the Vietnamese general education curriculum, which is being reorganized. There is currently a large gap between the basic understanding of the majority of Vietnamese people and the potential connotations of the global citizenship education Program.

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Nguyen Ngoc Thien from the Ministry of Culture, Sport and Tourism and artist Thanh Ngoan, General Director of Vietnam’s Cheo Theater, joined the visiting delegation for a meeting. Minister Nguyen Ngoc Thien looked forward to receiving support from the Global Citizenship Education program Nguyen Lan Anh in educating Vietnamese artists to become Global Columnist, VietNamNet Citizens as well introducing the traditional wealth of Vietnamese culture to the Global Citizenship Education Network. Minister Nguyen Ngoc Thien On the afternoon of December 28, also presented a gift representing Vietnamese 2016, Governor Khanh Hoa of Le Duc culture, the Ngoc Lu kettledrum symbol, Vinh Province met with Torres and the to the Global Citizenship Education Network delegation. The governor welcomed Dr. Torres to Nha Trang and confirmed the On the morning of December 27, 2016, Hoa Sen eagerness of the people of the region to Group Chairman Le Phuoc Vu organized a talk become global citizens, based on their by Dr. Torres that was attended by more than four traditional values of academic excellence, hundred youth leaders. After the lecture, Hoa Sen humanity and friendliness. Group officials expressed their eagerness to receive support in training their employees to become global On January 1, 2017, the Khanh Hoa citizens from the Global Citizenship Education Government collaborated with the Global Network. Citizenship Education Network to hold the first Distinguished Lecture of the That afternoon, the delegation met with Dr. Huynh year by Dr. Torres, with the participation Thanh Dat, President of Vietnam National University of Vice Governor Dao Cong Thien, in Ho Chi Minh City after which Dr. Torres gave leaders of the Departments of Education, a lecture on global citizenship education attended Technology and Science, students from by more than three hundred National University Nha Trang University, the Naval Academy, students. the Telecommunications Academy and many business leaders.

Global Commons Review | 8 Due to its beautiful climate, natural landscape and friendly people, Khanh Hoa was the perfect locale for this historic lecture. Dr. Torres acknowledged the city as a second home from which to diffuse humanitarian values in the 21st century. Le Duc Vinh provincial officials and the people of Nha Trang are ready to give their full support to the Distinguished Global Citizens Festival, which will be held in Nha Trang in the summer of 2017.

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After all the meetings, seminars, lectures period. He was particularly impressed and discussions that he had with with an 11-year-old student who the Vietnamese people, government expressed his hope to become a global officials, young leaders and students, citizen and volunteered to promote the Dr. Torres said he was impressed with Global Citizenship Education Network. their enthusiasm and determination to embrace global citizenship education. He respects Vietnamese people for their resilience and bravery in preserving their Dr. Torres believes that its participation independence and dignity throughout in the global citizenship education the nation’s history. He acknowledged program will be very timely for Vietnam Vietnam as an altruistic, chivalrous since the country is in the process of nation with a rich history. Vietnam is an changing its economic system. global Asian country that has remained strong citizenship education will have great and integral after centuries of invasions. value in supporting Vietnam to become Yet it continues to cultivate positive more economically competitive. In relationships with its neighbors even achieving success economic and cultural when those countries brought pain and prosperity, Vietnam will contribute loss to the Vietnamese people. Vietnam is valuable lessons to the global citizenship a country where the government admits education program worldwide. In its its faults and is determined to change; determination to heal the wounds of the where the government officials respect past and do everything in its power to and listen to their people. A courageous contribute to an improved relationship proponent of forgiveness, tolerance, and with the United States, Vietnam will friendship, Vietnam will symbolize the become an important example of the virtues of global citizenship education. spirit of reconciliation, one factor among many that can help create a more peaceful and secure planet.

Global Commons Review | 9 Global Citizenship Education Network & THE GLOBAL LEADER SCORECARD

The Global Citizenship GCEN and a magazine about global citizenship education recognizes the achievements Education Network (GCEN) were a topic of discussion among Mr. Nguyen Anh of global citizens, educators, is a collaboration between Tuan and Professors Carlos Alberto Torres, Thomas and leaders. The GCEN the Boston Global Forum Patterson, and Ana Steinbach Torres on April 15, 2016 was officially presented by and UNESCO- UCLA Chair at Beacon Hill in Boston. The Co-chairmen of GCEN Professor Patterson and in Global Learning and are Governor Michael Dukakis and Professor Carlos Mr. Nguyen Anh Tuan, Global Citizenship Alberto Torres. The Editor-in-Chief of GCEN is Mr. along with the Global Leader Education that seeks to Nguyen Anh Tuan. Scorecard, at a conference identify and educate to celebrate the 40th promising global citizens on The organization was officially introduced at a joint anniversary of Dalat ideas of peace, sustainable conference between the Boston Global Forum (BGF) University on Oct 25, 2016. development and and the UNESCO-UCLA Chair in Global Learning multiculturalism through GCEN was officially and Global Citizenship Education at the Harvard interaction and exposure launched on November University Faculty Club in Cambridge on September to the great thought leaders 21, 2016 at UCLA. At the 

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and global citizens of today, launching, Mr. Le Phuoc Vu, President of Dalat University, gave a speech to support including professors, scholars, Chairman of the Hoa Sen GCEN and the Global Leader Scorecard, which innovative business leaders, Group, gave a keynote speech dedicated policy makers, welcoming GCEN in which philanthropists, volunteers, he committed a number his and global citizenship colleagues and employees educators. GCEN helps at Hoa Sen to study to global citizens at all points become global citizens. He in their careers, and honors also strongly supported preeminent global the Global Leader citizenship educators and Scorecard of GCEN. leaders as distinguished Professor Thomas global citizens. There are Patterson presented four pillars of GCEN: Learning, GCEN and the Global Global Citizenship Educators, Leader Scorecard concept Global Citizen Network, and at Global Cyber Security Day initiatives. on December 12, 2016 Nguyen Anh Tuan at Loeb House, Harvard Editor-in-Chief, Global Citizenship Education Network University.

Global Commons Review | 10 Professor Carlos Alberto Torres introduced GCEN and the Global Leader Scorecard concept on his December, 2016 trip to Vietnam, which included meetings with Vietnamese President Tran Dai Quang, Minister of Education Phung Xuan Nha, Minister of Culture and Tourism Nguyen Ngoc Thomas Patterson Thien, and Dr. Huynh Thanh Dat, President of Vietnam National University at Ho Chi Minh City, where he lectured Bradlee Professor of Government and to audiences of hundreds of students. the Press, Harvard University. Moreover, GCEN organized the first Distinguished Lecture at the Khanh Hoa Governor’s Office on January 1, 2017, with the participation of the Governor and Professor Torres. The Co-Chairmen of GCEN presented the first New Year Distinguished Lecture on Global Citizenship Education after the Vice Governor of Khanh Hoa gave his opening remarks.

Global Citizens and The Global Leader Scorecard

This section describes the process that the Global Citizenship Education Network (GCEN) uses to acknowledge global citizens as they accumulate accomplishments that contribute to making a better world. These accomplishments are recognized by GCEN by awarding honorary titles like Global Citizen, Distinguished Global Citizen, Global Citizenship Educator, Distinguished Global Citizenship Educator, and Global Leader.

Citizens apply to GCEN by pledging to uphold and further As the Global Citizen progresses in the values of GCEN: peace, development, and sustainability. his or her career and accumulates They are recognized as Global Citizens when they correctly achievements, (s)he receives more BOTXFS

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then awarded 200 points on the Global Leader Scorecard. points, the citizen is recognized as a The Global Citizen then gets a Global Citizen Certificate Global Leader. and Global Leader Scorecard.

Global Commons Review | 11 Title Points Honor

Global Citizen 200 Citizen

Global Leader  Leader

Excellent Global Leader 400 Silver

Distinguished Global Leader 500 Gold

Greatest Global Leader 700 Platinum

Figure 1: Global Leader Scorecard Metrics.

The goal of the Global Leader Scorecard is to The Global Citizenship Development incentivize and recognize citizens for Board (GCDB) will set points and evaluate accomplishments and sacrifices that lead to a the achievements of global citizens, leaders, better world. It evaluates individuals on their and educators. GCEN takes global promotion of global common values and citizenship education particularly seriously, dedication to acting in a way that exemplifies and has created the title “Distinguished those values. It particularly honors creators, Global Citizenship Educator,” which is inventors, innovators, business and political awarded by the GCDB. The Chair of the leaders, educators, scholars, artists, policy GCDB is Harvard Professor Thomas makers, and volunteers. Paterson. The Board includes eminent The Scorecard respects and recognizes professors, scholars, and global citizenship policy makers who promote great policies educators, including Nazli Choucri, David that improve the world. It recognizes business Silbersweig, Deborah Hurley, Michael leaders and innovators who contribute new Dukakis, Nguyen Anh Tuan, Carlos processes, services, and products that make Alberto Torres, Ana Elvira Steinbach the world a better place. Global educators Torres, and Daniel Schugurensky. are recognized by the Scorecard for leading and influencing global citizens to act in GCEN will function as a significant accordance with global values, and for supporting, virtual and face-to-face environment helping, encouraging and inspiring them in for global citizens to practice global the areas of peace, development, and citizenship education and enhance sustainability. The Scorecard recognizes their opportunities at demonstrating a scholars who contribute excellent research, commitment to peace, development books, new ideas, initiatives, and solutions and sustainability as global citizens, for a better world as well as artists and educators, and leaders. The Global writers who contribute excellent pieces that promote global values. Finally, volunteers Leader Scorecard will encourage, who promote the values of peace, recognize, and inspire acts of global development, and sustainability are leadership in the education, careers, recognized by the Scorecard for their and aspirations of global citizens achievements and good works. everywhere.

Global Commons Review | 12 REGIONAL STORIES Africa

Teachers in Africa and global citizenship education

Charl Wolhuter,

Comparative and International Education Professor, North-West University, South Africa After decades, even centuries, of having been written off and marginalized by the international community, the African continent has begun to rise to its rightful and respected place on the global map. Geographically, Africa is the second largest continent. Africa has the swiftest rate of population growth of all world regions; at present, there are 1.1 billion Africans. Economically, Africa has the fastest rate of growth on the planet.

In terms of formal education and formal education systems, Africa is a relative newcomer, especially Sub-Saharan Africa. It is widely recognized that nineteenth century missionaries, augmented by colonial administrations in the twentieth century, imported formal education to Africa. While, at the end of the colonial era, education was very thinly spread and undeveloped, the era of independence (1960-on) saw Africa as the terrain of the most forceful education expansion drive in human history (cf. Wolhuter & Van Niekerk, 2010). Concomitantly, and as part of this education expansion project, the number of teachers in Africa has grown into substantial numbers, making up an increasing proportion of the global teaching corps (see table 1).

Global Commons Review | 13 Table 1 The Teacher Corps of Africa

Year : 2000 2014

Number of Primary School 2,889,751    Teachers

Primary School Teachers of Africa as Percentage of 11.6 15.6 Global Teaching Corps

Number of Secondary School       Teachers

Secondary School Teachers of Africa as Percentage of 7.1 10.2 Global Teaching Corps

(Source of Data: UNESCO, 2017)

Teachers in Africa find Presently, in scholarly, public Moreover, the languages of themselves facing large and political discourses, there the ex-colonial powers are still class sizes with very poor is a clarion call for education used as the pedagogical lingua infrastructure. Furthermore, in Africa to decolonize, franca in African schools to the objectives of education have ‘Africanize,’ shaking off the the exclusion of indigenous been written by policy makers European heritage due to African languages. Likewise, very much in terms of national the influence of historical the curricula of educational goals, the two foremost being forces and the current global institutions in Africa still, to a the molding of national unity hegemony (the center of the large extent, reflect Northern and modernization/economic international political and perspectives instead of duly growth (regardless of how economic power and the acknowledging the African controversial, even discredited, international scientific world natural and cultural heritage. the term “modernization” has are located in the Global On the other hand, respected become in scholarly discourse) North). political commentators such (cf. Wolhuter & Van Niekerk, as Guest (2005) have identified 2010: 4). the need to globalize as the biggest challenge facing the continent.

Global Commons Review | 14 5IFSF
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Guest, R. 2005. The Shackled imperative for education in Africa Continent: Africa’s Past, to produce global citizens and a Present and Future. London: population with a global mindset, Pan Books. London, T. if the continent and its people are 2017. “Education inherently to assume their rightful place in R evolves.” Saturday Star, 14 the global community. Producing January 2017: 9. globally-minded citizens means E going beyond the parameters of Torres, C. A. 2015. the natural and cultural heritage “Neoliberalism, Globalization, of Africa. It means seeing learning F and Agendas of Banking as a product of creative and Educational Policy: Is popular constructive engagement from E education the answer?” multiple viewpoints (London, Keynote presented at the 2017). Resolving this tension R University of British Columbia probably entails an education Research Week, 12 May and a discourse premised on a E 2015. http://yre-dev.sites. dialectic between the Africa’s olt.ubc.ca/files/2015/04/Dr- natural and cultural heritage and Carlos-A-Torres-Power-Point- N Presentation.pdf Date of the four Global Commons of Access: 17 January 2017. treasuring the Planet Earth, the C pursuit of Peace, the pursuit of democracy (empowering people UNESCO. 2017. Statistics. to manage their own affairs), and E www.uis.unesco.org. Date of enabling people to pursue life, Access: 15 January 2016. liberty, prosperity and happiness S (cf. Torres, 2015). In this way, teachers in Africa may begin Wolhuter, C.C. and Van to lead fulfilling and dignified Niekerk, M. P. 2010. “50 Years lives in the Global Community, of Educational Expansion and ensuring that Africa will make its Reform in Post-Colonial Africa.” indispensable contribution to an In: Masemann, V., Majhanovich, S., Truong, N. & Janigan, K. unfolding world. (eds). Clamoring for a Better World: A tribute to David N. Wilson. Rotterdam: Sense: 3-15.

Global Commons Review | 15 Asia TAIWAN UNIVERSITY Liangwen LAUNCHES Kuo Professor and Director, National CENTER Chiao Tung University (NCTU)- Center for Global Citizenship Education (GCEC) in FOR Taiwan.

GLOBAL On 19 December 2016, the National Chiao Tung University (NCTU) officially CITIZENSHIP launched its Center for Global Citizenship Education in Taiwan. NCTU was originally EDUCATION founded in Shanghai in 1896 as China’s second modern university. It was re-established in Hsinchu, Taiwan in 1958 with a primary focus on engineering and management studies. Today, NCTU has become a comprehensive university consisting of nine colleges with 700 full-time faculty members and 14,000 students and is ranked among the top three universities in Taiwan. Global Commons Review | 16 The Center for Global Citizenship Education at (NCTU-GCEC) is the first research center focuses on global citizenship education in Taiwan. The mission of the Center is to develop the research and pedagogy of global citizenship education in Taiwan and to establish an exchange platform for research and social practice in global citizenship education in Asian Pacific. The Center was founded in a long-term collaboration with the UNESCO UCLA Chair in Global Learning and Global Citizenship Education, Professor Carlos A. Torres of UCLA. Professor Torres is the International Director of NCTU-GCEC. Located in Taiwan, the Center aims to achieve the following goals:

1. To collaborate 2. To raise interest and  To promote collaboration with scholars and constructive dialogue about the and connection between experts both locally global citizenship education academic institutions and and internationally agenda in Taiwan and NGOs in neighboring to conduct research neighboring countries through regions and to create a projects and to link lectures, workshops, conferences Taiwan-based platform for Taiwanese scholars and training programs as well international exchanges in with relevant as to propose theoretical and global citizenship education programs and actions practical projects appropriate research and practice. through the auspices to Taiwan’s social and historical of UNESCO;

After the ceremony, a speech entitled An NCTU-GCEC website was proposed “Philosophical Foundation of Global as an online platform for sharing Citizenship Education” was delivered information on global citizenship by Professor Libby Giles, Director of education (http://globalcitizen.nctu. Global Citizenship Education at The edu.tw/). When completed, the website Center for Global Studies, New Zealand. will be both in Chinese and English. Dr. Giles elaborated her points on The content will include relevant the importance of global citizenship information on book and journal education and shared her experience publications, NGO reports, and PPTs, of teaching a series of global citizenship as well as information about upcoming courses to high school students. conferences, workshops, and other activities.

Global Commons Review | 17 Europe Peace education promotes the knowledge,“ skills, attitudes and values necessary to enable learners to prevent violence, “resolve conflicts peacefully and create conditions for sustainable peace

Peace education in

Europe Peace education promotes the knowledge, skills, attitudes and values necessary to enable learners to prevent violence, resolve conflicts peacefully and create conditions for sustainable peace. Thus, Peace Education and Global Citizenship Education are strongly interconnected, according to the manual of the Global Campaign for Peace Education, Learning to Abolish War, which considers itself a “conceptual framework for peace education for global citizenship”.

Global Commons Review | 18 While Peace Education remained focused Peace Education takes place on individual nation-states for a long time, throughout Europe, but its task North-South and South-South cooperation is is more challenging in post- now emerging. One example is the German- war societies, such as Northern based Institute for Peace Education (Berghof Ireland, the successor states of Foundation), which collaborates with partners Yugoslavia, or Cyprus, which is in Jordan and Iran. This also has a ripple still a divided country. It is no effect on the work in Germany, widening our wonder that we often find the perspectives while “decolonizing” the notion most interest for Peace Education of Peace Education. in those countries.

Cyprus church and mosque

Global Commons Review | 19 PEACE EDUCATION IN CYPRUS

Cyprus, with its mixed Greek- She proposes a common Civics curriculum, to Turkish population, has been be implemented in both communities and is a divided since 1974. After a Greek strong advocate for “integrated” schools. One coup d’état, Turkey occupied the reason for the success of Peace Education in northern part of the island and Cyprus is strong cooperation of people from established a state that has yet to different backgrounds on both sides of the be recognized, internationally. existing divide. They have created an informal This led to the displacement of network of persons and organizations on both over 200,000 Greek and Turkish sides of the “green line” with the support of $ZQSJPUT
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international Peace Educators. Many activists over the “green line” reestablished. In 2004, Kofi Annan’s reunification play multiple roles, like Loizos Loukaidis, AHDR plan failed. Cyprus has been part Educational Program Officer, who is an activist, of the European Union since 2004, a researcher, and a trainer. In 2015, all six teacher but the EU legislation is suspended unions representing the Greek Cypriot and in the north until a final resolution Turkish Cypriot Communities signed a historic is reached. In January 2017, new agreement on cooperation. negotiations between both sides are raising hopes for a solution to Many teachers are implementing peace this long-lasting conflict. education in the classroom, backed by university professors who examine agendas, curricula and Peace education is a big issue practices. According to Michalinos Zembylas, a in Cyprus, on both sides of the professor at the Open University of Cyprus, his “green line.” According to social students analyze and examine the “life cycle of scientist Maria Hadjipavlou, the Peace Education policy.” They also teach new “us versus them dichotomy” has generations of teachers and NGO leaders while dominated students’ education advocating for educational reform with the goal and socialization so far. of reconciliation.

Global Commons Review | 20 A BI-COMMUNAL COMMITTEE A CULTURE OF PEACE FOR ON EDUCATION RECONCILIATION In December 2015, the two leaders Common peace education workshops established a Bi-Communal Technical are offered in the United Nations- Committee on Education with a administered buffer zone where the mandate to increase contact and Association for Historical Dialogue cooperation between the Greek and Turkish communities and to counter and Research (AHDR) runs the Home prejudice, discrimination, racism, for Cooperation, which hosts different xenophobia and extremism. This created NGOs. NGOs from both sides, such as a space to recommend best policy the POST Research Institute (based in options and create a course of action that will allow coordination of the two the north of Cyprus) and AHDR, run the educational systems, thus contributing flagship project “Education for a Culture to a viable, sustainable and functional of Peace as a Vehicle for Reconciliation” bi-communal, bi-zonal federation. (2014–2017). It consists of a series of bi-communal workshops for teachers, youth and children, a Multi-Communal Theatre Camp, creates various Action Days and an international conference. The team prepares a tri-lingual manual with lesson plans for courses and seminars in Education for a Culture of Peace, all tested in the classroom before publication. There are also many ongoing, grass-roots activities that will hopefully Werner Wintersteiner contribute to a peace agreement. Cypriot Professor, Alpen-Adria-Universität activists are convinced: No peace without Klagenfurt, Centre for Peace Research Peace Education! and Peace education

Global Commons Review | 21 Middle East Global citizenship in a hyper-national state: the case of ISRAEL

In December 2016, the U.N. Security This incident is indicative of both the continuity and $PVODJM
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in the West Bank and endorsing the represents the ambivalent relationships of Israel to “two state solution.” The response of the international community, and especially to the the Israeli government and Prime United Nations. Israel was established as a result Minister Netanyahu was swift and of a U.N. resolution to end the British Mandate. harsh. Netanyahu declared that This resolution and the way it came about, has Israel will not turn its other cheek a significant role in the Zionist narrative of the and ordered diplomatic ties with establishment of the state of Israel. In fact, the date states that voted in favor of the of the resolution, November 29th, is celebrated resolution to be reduced. Following annually and almost all social studies textbooks have this decision, public debate in Israel highlighted this resolution as one of the cornerstones has pointed fingers both at former of Israel’s founding as a democratic Jewish state. Yet, President Obama, whose decision whenever the U.N. adopts a resolution concerning not to veto the resolution was seen as the ongoing Israeli occupation of the West Bank and a vendetta against Netanyahu; and at other areas, Israel refuses to accept the resolution, Israeli human rights organizations, FYQSFTTFT
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especially Be’tzelem, that were its legitimacy to determine Israel’s borders. It was accused of betrayal for turning to the Israel’s first Prime Minister, who coined the term international community for support “Uumm Shmum, What U.N.?” that became a in pressuring the Israeli government common expression in Israel’s political culture. to end the occupation. Global Commons Review | 22 However, the harsh measures taken by Netanyahu, even by Israeli standards, also represent a change in Israel’s political culture. Until the beginning of the 21st century the RVFTUJPO
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the Israeli occupation of the West Bank and Gaza Strip were at the heart of the political debate in Israel. However, over the past decade, there have been significant changes in Israeli citizenship discourse. One such change is the way the settlements and the occupation as a whole are perceived today and the sense of legitimacy they have gained among the Israeli public. For the majority of the Jewish public, Israel’s dominance of the West Bank and Gaza is no longer considered “occupying.” Underlying these changes is a much more significant shift in Israeli citizenship discourse. In the past decade, we have witnessed a growing ethnic nationalism that promotes the Jewishness of the state over and above its commitment to democratic values. This approach emphasizes Halleli Pinson, the national/religious character of Israel Senior Lecturer, Department of while reducing democratic concerns. When Education, Ben-Gurion University the two collide, the definition of Israel as a Jewish State always triumphs over its status as a functional democracy. In this context, educating for democratic citizenship, let alone global citizenship, is challenging. On one hand, the influence of globalization is most visible in changes in Israeli policy regarding education. Over the past two decades, neo-liberal policy discourses have redefined the aims and practices of the education system with primary focus on maintaining Israel’s economic viability in the global marketplace. However, when it comes to other effects of globalization on educational discourse, such as an emphasis on accepting diversity, human rights education and global awareness, the Israeli education system is myopic to the point of blindness.

To a large extent what we see today in terms of pedagogy and curricula in Israel, contradicts the main trends in civic education in the rest of “the developed world” and undermines the heart of global citizenship education as defined by UNESCO by choosing neo-nationalistic religious discourse instead of maintaining and nurturing democratic goals.

Global Commons Review | 23 The Americas

Literacy as a tool for critical global

citizenship Timothy D. Ireland UNESCO Chair in Youth and Adult Education, and Professor Federal University of Paraiba, Brazil.

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more advanced economies. The majority Africans in France, the Turks (before the were driven by grinding poverty to search current wave of immigration) in Germany, for better employment prospects. This the ‘untouchables’ in India, the Mexicans poverty was associated with low levels in the United States, and the Egyptians and of formal schooling and professional South Asians who compose an army of RVBMJĕDBUJPO
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186,000 building workers in Kuwait . building industry was a haven for such XPSLFST
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Global Commons Review | 24 Conditions of work in the building JOEVTUSZ
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to a notoriously high level of work-related accidents and fatalities. Migrant workers are driven to accept these conditions for This lack of formal education meant reasons of dire necessity, and whilst they contribute to the fundamental well-being that access to written information on PG
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wages, working conditions and unions, second or third class citizens: undesirable, citizen and human rights in general was uneducated, and unskilled. precarious. This situation convinced In Brazil, the building industry is mainly served by movements of internal migration: the opposition group of the need to from the countryside to the urban areas, contribute to the education of the and from the poorer states of the Northeast category should it be elected to run the Region to the more industrialized states of the south and southeast. When Brasília trade union. was constructed as the new capital of the country in the 1960s, it was built principally by migrant labor from the northeast. Whereas, in other regions of the world, When that time came in 1987, after building workers come from what are considered inferior castes or classes, the a hard-fought victory in the union Brazilian construction worker is largely of elections, the new leadership set about rural origin, male, poor, and from regions creating opportunities to improve their that suffer from high levels of poverty and own formal schooling (most had only illiteracy. Thus, he not only is a migrant completed primary education and some worker, but also carries the stigma of coming from states considered inferior by not even that) and that of the category. those from richer regions of the federation. After lengthy discussions with teaching staff from the postgraduate program Thirty years ago, building workers in Brazil in popular education at the Federal were hardly thought of as citizens. In João Pessoa, the capital of the northeastern state University of Paraiba (UFPB), the Zé of Paraiba, that situation began to change Peão School (PEZP) was created, offering in 1986, when a group of workers formed basic literacy and continuing education a slate to contest the elections of the local for building workers in classrooms that branch of the building workers trade union. were installed on the construction sites. For years, the trade union had been in the hands of a group who was more concerned Due to their migratory status, most with maintaining good relations with the building workers lived in spaces, whose employers than it was with fighting for precarious conditions often defied workers’ rights. The election campaign description, that were afforded by the of 1986 demonstrated the difficulties of building site. working with the workers, the vast majority of whom were of rural origin with low levels of literacy and formal education.

Global Commons Review | 25 The PEZP was based upon The teachers employed a an agreement between multidisciplinary approach, UFPB and the trade union with class content based on and was understood by the participants’ context the University to be part and needs. Themes studied of its mission of social included such issues as UNESCO responsibility within its the environment, sexually extension program. The transmitted diseases, and teachers were students from accidents in the workplace. Associated different courses within the Literacy teaching remains, university, who underwent however, the core focus of a period of initial training the school; it is fundamental Schools before starting the program, that workers become and university faculty. competent readers of the The student teachers word and of the world, and (ASPnet): and the faculty members that they can make use of made regular visits to the language as an instrument building-site classrooms of knowledge seeking. How might and held weekly workshops. Other programs exist that Classes were held from are designed to broaden 7:00 pm to 9:00 pm from the worker’s understanding the power of Monday to Thursday. On of the world: an open-air Friday evenings, most cinema, an art workshop, the network worker/students returned a mobile library, a mobile to their families in the learning workshop using countryside, and teachers tablets and digital media, be ignited? and coordinators of the and a program of cultural project met to evaluate the activities. week’s work and to plan the After 25 years of activities, following week’s lessons. For the school has reached over UNESCO’s ASPnet this, the student teachers received a monthly stipend. 5,000 workers and their schools form a worldwide families, and has educated network of educators that REFERENCES more than 250 students has significant potential as popular educators. It to impact education by (1) “Rampant Cor- has proved that unlikely engaging the power of ruption puts Kuwait’s partners like a public the worldwide Internet, 186,000 construction university and a workers’ but how does it harness workers at risk” - May 9 trade union can work this potential? Research - 2015 effectively together to form has indicated that ASPnet Retrieved from: workers as potential global schools include both public https://www.mi- citizens and contribute to and private schools in 180 grant-rights.org their critical understanding countries (https://aspnet. of world society. unesco.org), and that

Global Commons Review | 26 UNESCO’s Topics schools join the network for different purposes but mainly for branding (particularly private institutions) and to be part of a global initiative (Shultz & Guimaraes-Iosif, 2012; 2010; Shultz, Guimaraes-Iosif, Chana & Medland,  
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that schools articulate how their policies and practices fit with the UNESCO goals and themes, and evaluations of these schools tend to focus on lists of activities and themes related to UNESCO topics. Missing from school and country reports is any reflection of the power of the network. From the perspective of UNESCO, recent work on the concept of global citizenship has revitalized a focus on ASPnet schools and interest in how the schools could be mobilized to vitalize UNESCO’s refocused education Lynette Shultz goals. In this article, I am concerned with Associate Professor, Centre for Global the processes of the network, both from Citizenship Education & Research, “the top” (UNESCO) and “the bottom” University of Alberta (the participating schools).

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promotes particular ideals that aspire position external and/or global actors as having “the to make the world livable and workable right policies” and superior ethical viewpoints. By for all its inhabitants. Historically, creating the global/local as a formalistic binary, we the organization focused on peace and human rights, with policies that tend to miss the complexity of interactions within owed much to the U.S. and Western organizations and communities where norms are European postwar perspective: global encountered, changed, transformed, and even consciousness and universal rights ignored. Norm localization theories suggest that as preventative measures against yet global norms are apprehended and transformed another manmade cataclysm. In this, by local actors (see for example, Myers & Rowan, the organization’s main business was 
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Global Commons Review | 27 In a recent study that highlights local The youth challenged educators to do understanding of current UNESCO better at the “citizenship” aspect of global goals, Canadian youth described their citizenship. This research also indicated that schools need to help students understand understanding and hopes for being global how what they were learning positioned citizens. The youth strongly expressed their them in relation to global issues and to lack of political efficacy and a concern that provide them with both opportunities their knowledge and experience were not and skills at exploring the relationship of taken seriously, although they were the knowledge and power, working through these issues while registering global and local people who had the most at stake if current responses (ibid.) in order to become citizens policies and actions to address global issues BOE
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were not initiated to ensure a sustainable youth in ASPnet schools use the UNESCO planet (Shultz, Pashby, & Godwaldt, 2017). network to address these concerns? Harnessing the Power of the Network for Youth Engagement and Action It is notable that UNESCO downplayed (Four Pillars,UNESCO http://www.unesco. democracy in the mid-2000s by shifting org/new/en/education/networks/global- to other goals and themes (see Shultz & networks/aspnet/about-us/strategy/the- Guimares-Iosif, 2012). While the political four-pillars-of-learning/). backstory of this move is not readily available, it is clear that for youth and/ While these remain viable epistemic or educators working within UNESCO’s goals, their replacement of deeper, more framework, extracting the idea of communal themes as a way to organize democracy from the framing of global ASPnet schools is significant for detouring ideals indicated a significant norm change. around democratic concepts and any sense Studies of democracy are often the entry of collective action (Shultz, 2009; Shultz point for teachers to address the collective & Guimares-Iosif, 2012). These solipsistic nature of citizenship. It is not surprising that goals also mirror current public and private under the significant neoliberal pressures that school curricula. So what makes an ASPnet promoted norms of individualism, competition, school different from any other school? and the for-profit marketing of education, If youth and teachers are seeking social UNESCO began to shift its agenda. For justice and global citizenship platforms example, pre-2007, ASPnet schools worked such as ASPnet, on which to ground their with themes to promote democracy and schools and their education programs, they human rights, intercultural awareness and need more than neoliberal norms to engage diversity, environmental sustainability, and students in a world they know has urgent both U.N. and world concerns. This changed JTTVFT
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Global Commons Review | 28 If we consider “the world network” to be a powerful actor REFERENCES and not just an object (see for example Law, 1992), significant Acharya, A. (2004). How ideas spread: Whose norms matter? Norm ways to work through and localization and institutional within this network come into change in Asian Regionalism. International Organization 58, Spring view. Global norms will be 2004, 239 – 275. translated through the network 'JOOFNPSF
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and its members, setting up a norms: UNESCO policy. International Organization 47 (4) 565 – 597. dynamic conversation that can lead to reconfigured relations Finnemore, M. & Sikkink, K. (1998). International norm dynamics and opportunities for action. and political change. International Organization. 52 (4), 887- 917. Youth in ASPnet schools can use the network to take a JBCJ
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more powerful position in the colonial or a postcolonial rationality? Peacebuilding Vol 1(1), 3 -16. decisions that impact them. Myer, J. (2010). World society, institutional theories, and the actor. Currently, youth participation The Annual Review of Sociology, 36, 1-20. in UNESCO is often a form of tokenism and may even Myers, J. & Rowan, B. (1997). Institutionalized organizations: Formal reproduce the elitism of an structure as myth and ceremony. American Journal of Sociology, 83 FYUSFNFMZ
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(2), 340 – 363. system. The continuation of the Law, J. (1992). ‘Notes on the Theory of the Actor-Network: Ordering, top-down processes so familiar Strategy and Heterogeneity’. Systems Practice, 5 (1992), 379-393 in the UNESCO system, work against the achievement Shultz, L., Pashby, K., Godwaldt, T. (2017) Youth voices on global of even the comparatively citizenship: Deliberating across Canada in an on-line invited space. modest goals they have set. International Journal of Development Education and Global Learning. The ASPnet school system IOE University of London. Vol 8 (2) could be ignited to address the Shultz, L., & Guimares–Iosif, R. (2012). Citizenship education and TPDJBM
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the promise of democracy: A study of UNESCO associated schools survival concerns of today’s in Brazil and Canada. Education, Citizenship & Social Justice, 7(3), youth. This system includes the 241-254. network as well as thousands of schools and innumerable Shultz, L., & Guimaraes-Iosif, R. (2010). O impacto de se tornar uma students. The network, as escola associada da UNESCO (PEA) no Brasil. Sao Paulo, Brazil: an actor, crosses boundaries UNESCO (PEA). (www.peaunesco.com.br/PEA-UNESCO_Brasil. doc) (16, 077 words) of class, geography, gender, and culture, changing how Shultz, L. (2009). Conflict, dialogue and justice: Exploring global these individual schools and citizenship education as a generative social justice project. Journal of students come to understand Contemporary Issues in Education, 4(2), 3-15. the world. By shifting from top- down management processes Shultz, L., Guimaraes-Iosif, R., Chana, T., & Medland, J. (2009). to feeding the power of the The impact of becoming a UNESCO ASPnet school in Alberta and Manitoba, Canada (Alberta Teachers’ Association Monograph No. 1 network, we envision ASPnet 2009 09). Edmonton, Canada: Alberta Teachers’ Association. (http:// making an important global www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/ contribution. Professional-Development/MON-1%20The%20Impact%20of%20 Becoming%20a%20UNESCO.pdf)

Global Commons Review | 29 After the traumatic In article 26.2, the drafters of experience of the Second the Universal Declaration 8PSME
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world leaders decided Global citizenship have been operationalized to complement the UN into 169 targets. The fourth Charter with a document goal deals with education, that would set a new education and and its seventh target standard for all nations updates article 26.2 to the and would ensure the 21st century and brings rights of every person on international up the language of global our planet. That document citizenship: evolved into the Universal Declaration of Human networks Target 4.7: By 2030, Rights and was adopted by ensure that all learners the United Nations General acquire the knowledge and Assembly in December skills needed to promote 1948. The Declaration sustainable development, begins by stressing that including, among others, the inherent dignity and Article 26.2: Education shall be through education for FRVBMJUZ
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freedoms. It shall promote culture of peace and non- articles of the declaration, understanding, tolerance and violence, global citizenship the second section of friendship among all nations, and appreciation of cultural article 26 is particularly racial or religious groups, and diversity and of culture’s relevant to the readers of contribution to sustainable shall further the activities of this magazine because it development. stated the main aims and the United Nations for the purposes of education: maintenance of peace.

Global Commons Review | 30 Progress on target 4.7 is monitored regularly. The next review will take place at a high level political forum in 2019, paying attention to the extent to which global citizenship FEVDBUJPO
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human rights, are mainstreamed at all levels in four dimensions: (a) national education policies, (b) curricula, (c) teacher education and (d) student assessment.

As we all know, the transit from The network has three goals. The first is to good intentions to concrete realities strengthen delivery mechanisms of global SFRVJSFT
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citizenship education programs towards number of committed individuals and improving impact and ensuring inclusive organizations. To this effect, several participation of stakeholders, especially in international networks are emerging marginalized areas. The second is to improve to help spearhead and coordinate the scope and outreach of those programs these efforts. One of them is the globally, addressing the priorities and needs of Global Citizenshipor International different geographical regions and sub-regions. Understanding (APCEIU) in Seoul The third is to catalyze political engagement Korea under the auspices of UNESCO. and leadership to ensure the commitment of stakeholders.

Global Commons Review | 31 The first meeting of the Global Citizenship Daniel Schugurensky Education Network took place in Korea in November 2016, with the participation of Professor School of Public 
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Affairs and School of Social continents. Among them was the UCLA- Transformation, Arizona State UNESCO Chair in Global Learning and University Global Citizenship Education. At the meeting, participants explored areas for collaboration and discussed ideas and strategies for promoting and implementing global citizenship education (GCED). After two days of deliberation, the participants produced a declaration that begins with a preamble, continues with the objectives and priorities of the incipient network, and ends with nine specific recommendations for the network. global education, education for The first recommendation is that the network sustainable development, education is guided by inclusiveness and reflects an for international understanding, integrative conceptual framework guided intercultural and interreligious dialogue by shared human values, such as human and education, values education, rights, non-violence, social justice, gender education for social justice, educating FRVBMJUZ
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for gross national happiness, and cohesion, respect for cultural and religious mindfulness education. The network diversity, pluralism, empathy, tolerance, should also promote connections solidarity, sustainable development, civics, between global citizenship education happiness, and a culture of peace. At the and the attainment of the other same time, the network should be relevant TVTUBJOBCMF
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 to the contexts of different nations, regions, and sub-regions. Third, participants recommended that the network adopt a holistic The second recommendation is that approach that considers lifelong and the network facilitate interconnections lifewide learning, incorporating global and synergies among different fields of citizenship education in all levels transformative and innovative education, and forms of education, from early such as human rights education, citizenship childhood education to university education, education for nonviolence, courses, as well as in adult education and disarmament education, education for nonformal education initiatives carried conflict resolution and transformation, out by civil society organizations. prevention of violent extremism through education, peace education, education for a culture of peace, development education, Global Commons Review | 32 Fourth, the network should improve The eighth recommendation is to ensure the capacity of educators to implement the long-term sustainability and efficacy global citizenship education through of the network by securing the necessary teacher education programs, workshops, human, financial, and logistical resources conferences, seminars, teacher exchanges and make sure that those resources are and spaces for sharing best practices. BMMPDBUFE
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with special consideration of the more The fifth recommendation is to support a marginalized regions and groups. global citizenship education youth network and further the capacity of youth through Finally, participants recommended that workshops, social media, online courses, the network be based on principles of community campaigns, conferences, JODMVTJWFOFTT
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meetings, experiential learning, sports, participation, and mutual benefit, volunteering, study tours, and exchange developing a community of practice that programs. takes the collective responsibility for implementing global citizenship education Sixth, participants recommended to at local, national and regional levels. promote evidence-based policies guided by systematic research on a variety of Approximately seventy years have passed projects, including conceptual clarification, between the proclamation of article 26.2 identification of indicators for assessing the of the Universal Declaration of Human attainment of global citizenship education Rights and the adoption of target 4.7 of goals, and lessons drawn from national the Sustainable Development Goals. In and regional case studies. that period, some progress has been made, but much more needs to be done towards Seventh, participants recommended 
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that the network expand by inviting key role in promoting a more sustainable, organizations and institutions from peaceful, democratic, and just planet, different regions that focus on global and effective international networks are citizenship education and related fields, indispensable to multiply and consolidate including schools, higher education, local, national, and regional efforts. and research institutions, ministries or Global Commons Review is committed to departments of education , the national contribute to that enterprise by regularly commissions of UNESCO and other sharing information emanating from those UNESCO offices, ASPNet schools, religious networks. communities and educational networks, international governmental organizations, civil society organizations, private sector organizations, and other complementary networks.

Global Commons Review | 33 THE HIGHER EDUCATION CORNER

‘Occupy Knowledge’ for a democratic higher education

We often hear of the University being at a crossroads - an institution The changes universities Pockets of alternative that has had to change because go through depend on the university education society has changed since the time values of those who have exist worldwide of the now idealized view provided the power to bring them in reaction to the by Alexander Von Humboldt for about. The crossroads marketization of Higher the 19th century Prussian/German offer different paths to Education (HE). We University. When extolling the pursue. One path opens might well be in the virtues of the old university ideal of onto the business and initial throes of a ‘long a community of scholars (teachers marketization of education revolution’ that provides and students) engaging in the route. The other opens onto untrammeled pursuit of ‘truth’, the genuinely democratic the promise of university we might well be providing an route, an already partly education not as it is but epitaph for a university that ‘was’, travelled route, post-1968, as it should and can be – via an albeit elitist conception, but with the emergence of the part of the struggle for a cannot ‘be’ any longer as society mass university in Western democracy constantly in has changed. Europe.

Global Commons Review | 34 The main concern is also about ‘employability.’ Of course, ‘employability’ does not mean employment in a situation when people are encouraged to earn NPSF
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without, especially among middle class families, enjoying the latter’s standard of living. Graduates become déclassé, many entrapped in situations of employment, even university employment as ‘adjunct faculty,’ on specific contracts. They too are living under precarious conditions. Any Resources of Hope? Many are those who realize and react to the ‘broken promises’ of education in this regard and the virtual conversion of universities and HE institutions Peter Mayo into glorified training agencies. The Professor and Head of the Department of Arts, institutions play their part in turning Open Communities and Adult Education, Faculty B
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simply for heuristic purposes or as ends of a continuum. Perhaps there are those Many are those who realize and react to In a contrasting scenario, we have been who would argue that the most sensible witnessing the emergence of degree- thing is to have a healthy balance granting institutions that promote between the two. No prizes for guessing, an alternative view of things. I would include here the not-for-profit European however, where the scales have tipped Graduate School (EGS) that has in this Neoliberal age. attracted stellar academics and cultural workers, notably Achille Mbembe, Judith Butler, Slavoj Žižek, Jean-Luc Academics and students, according to Nancy, Margerethe Von Trotta and Neoliberal thinking, are viewed no longer Giorgio Agamben, and has managed to as members of a learning/researching secure accreditation by an E.U. member states’ national HE validation council community but increasingly as service and gain E.U.-wide recognition for its providers and clients respectively. All degrees. These are offered at reasonable this occurs against ‘guarantees’ provided cost to people who cannot afford full time registration but who study, for the by an all-pervasive bureaucracy that most part, through online contact and accords the academy’s administrative who meet for specific short times either arm the upper hand. of the institution’s two campuses, one in Saas Fe, Switzerland and the other in Valletta, Malta. Global Commons Review | 35 Image from the Crossing Border World Conference organized by The Cooperative Institute for Transnational Studies (CITS) in collaboration with the University of Aegean (Laboratory EKNEXA-Department of Sociology) , Lesvos, Greece, July 2016. Picture by Yannis Behrakis-Reuters.

Others work in tandem with established universities and recognized academic bodies. This is the case with the Global Centre for Advanced Studies, formerly directed by Alain Badiou and including faculty members like Oliver Stone, Gayatri Spivak and Antonio Negri. The recently established Cooperative Institute for Transnational 4UVEJFT
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degree-granting institutions for accreditation, mainly the Autonomous University of Puebla, Mexico. It also collaborates, on specific projects, with such institutions as the Universidad de la Tierra, Oaxaca, Mexico. This evokes the idea of alternative HE institutions working closely with social movements: CGAS works with Podemos in Spain born out of 15-M/¡Democracia-Real Yá! There are echoes of the Popular 6OJWFSTJUZ
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Global Commons Review | 36 Then there is the Many of these initiatives echo the various protests Lincoln Social Science against the Neo-liberalization of the University which Centre in England, with took place in Europe (unibrennt –University burns- in no fees charged and Vienna, for example, the university tents in Occupy no formal distinction London or Gezi Park, Istanbul), the USA (the various drawn between students and staff, operating at university tents and libraries at Zuccotti Park during the heart of the city in Occupy Wall Street), Quebec and Chile (student local county council protests against the persisting Pinochet legacy of the premises. privatization of ALL education) and other places. Resistance and Recognition Needless to say these initiatives face countless obstacles, especially regarding international recognition and validation. EGS might have E.U. recognition but encounters resistance in U.S. states traditionally reluctant to accept alternative university pathways.

These birth pangs can be painful. The alternative HE initiatives are met with stiff resistance and might well be treated with derision and contempt in certain RVBSUFST
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It will take a ‘long revolution’ to change a well-established idea of the university into a more radically democratic one. The revolution, in this regard, might have already begun, though, for the moment, it is still in its embryonic stage. The pockets prefiguring it, that is to say, anticipating a development still to come, are, however, there for those exploring alternative ways of doing HE, even inside established institutions. Credit the brave academics who seek to defy the odds by teaching and researching against the grain, drawing from and contributing to these pockets of alternative conceptualizations and practices. Some extend their reach into communities and work with social movements, often to the detriment of their careers, since this work is rarely valued in promotion and department ‘evaluation’ exercises.

Global Commons Review | 37 Neoliberalism and the resurgence of nationalist populism: TOWARDS A CRITICAL PEDAGOGY OF UNIVERSITY GLOBAL CITIZENSHIP EDUCATION

Jason Nunzio Dorio Postdoctoral Scholar, UCLA Graduate School of Education and Information Studies, Director of Academic Programs, UNESCO-UCLA Chair in Global Learning and Global Citizenship Education

Many people around the globe have correctness, while favoring policies grounded been shocked by the results of the 2016 in xenophobia, isolationism, and economic UK referendum on EU membership nationalism. Meanwhile, liberals and globalists and the US president elections. The BSF
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discontents and the so-called “losers what went wrong? This essay briefly explores of globalization” have been galvanized how neoliberal universities are complicit in the through popular discourse that resurgence of nationalist populism and concludes hearkens back to a mythological past by offering a critical pedagogy of global citizenship fomenting a culture of fear education (GCE) that counters the dual threat of bydenouncing the export of labor, the neoliberal agenda and the tide of right-wing the influx of “foreigners,” and political populism on university campuses.

Global Commons Review | 38 In a recent article by Polish scholar Neoliberal Agenda for Zygmunt Bauman (2016), entitled How Neoliberalism Prepared the Universities Way for Donald Trump, he argued In a recent article by Polish scholar Zygmunt the Enlightenment and liberalism Over the past three decades, the neoliberal was based upon the interconnected common sense of market supremacy, triad of liberté , egalité, and fraternité. deregulation, commodification, and the However, the more recent hegemonic retreat of the state from social services has philosophy of neoliberalism tore at the permeated university policy worldwide. It fabric of the liberal triad by “exiling has been well established that the neoliberal UIF
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agenda for universities has diluted and, in intents and purposes, from the three- some cases, obliterated any mission of the partite compact of the Enlightenment’s university as an institution for public good, QSJODJQMFT
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fostering a public sphere for democratic always from its entitlement to lip service.” deliberation and action, where education After decades of going unchallenged, the is grounded in social responsibility, social resurgence of nationalist populism and justice, and active citizenship (Giroux, illiberal democracy, Bauman explains, 2002; Giroux, 2015; Rhoads & Torres, “has become all but predetermined” by 2006; Torres, 2011). The neoliberal the void left in the triad ripped open by agenda for universities prioritizes profit- the gloveless hands of neoliberalism. driven academic capitalism (Slaughter & Rhoades, 2004) and often focuses $POTFRVFOUMZ
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reforms and policies towards accreditation of neoliberal globalization, unfettered and universalization, efficiency and DBQJUBMJTN
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accountability, decentralization, which has greatly shocked the foundation international competiveness, privatization, of liberal democracy, resulting in a and the expansion of vocational education. backlash against the national and global In a 2015 Truthout article Henry Giroux TUBUVT
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explains, the neoliberal university is nationalist populism sprang out of the obsessed with “a market-driven paradigm failures of neoliberal globalization and that seeks to eliminate tenure, turn the the vacuum in national ideology that humanities into a job preparation service, neoliberalism generated. Additionally, and transform most faculty into an army VOJWFSTJUJFT‰XIPTF
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of temporary subaltern labor.” University mission is to develop people, ideas, skills are narrowly compelled by access BOE
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and competencies necessary for the global to certain extent, to critically address economy. Research and funding is therefore and respond to the destructive forces directed to topics and fields that yield the of globalization(s) and the current most profit rather than benefit the most shifts towards illiberal democracy and people. Overall, this corporatization of the authoritarianism. universities has been significantly driven by UIF
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to the global market over public and social good.

Global Commons Review | 39 The neoliberal agenda Being a good consumer Weakened by neoliberal of the universities became an indicator of policies and visions created the condition for and its commitments to neoliberal citizenship. what it meant to be a good In sharp contrast to the citizen and took precedent academic capitalism, the university, for all its talents upsurge in critical student over altruistic and activism and movements and resources, has been of the 1960s and 1970s transformative models JMM
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students of following and acts of citizenship. UIF
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decades were subjected Furthermore, universities by decades of neoliberal to models of citizenship that in general promoted are complicit in creating economic policies and has passivity, disengagement a condition where failed to create sustainable and possessive knowledge, scientific bottom-up alternatives to JOEJWJEVBMJTN‰XIFSF
neoliberal globalization, individuals are seen as research, movements, and social injustices, perpetual the sole proprietors of policies that challenge or war, planetary destruction, their own skills and owe disrupt these citizenship nothing to society. This and current crises of citizenship has privileged norms and premises EFNPDSBDZ
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economic citizenship are commonly seen constrained by crises of and rights. Individual as falsehoods, while legitimacy (Santos, 2006), responsibility, rather than “alternative facts” and rather than settling 21st social responsibility, is the century crises, the current cornerstone of economic conspiracy theories neoliberal models of well-being, and law- have been constructed abiding citizens making education have generated individual and rational to encourage anti- values and mindsets that choices for success and intellectualism, ushering perpetuate the injustices reducing their claims on in the era of post-truth. the world is witnessing the state are upheld and today. rewarded. Critical Pedagogy of University Global Citizenship

Education Therefore, for any model of GCE to be legitimate, empowering, and transformative, it must be The destructive nature of neoliberalism’s grounded in culturally relevant pedagogies impact on society and the impending of citizenship and endeavor to produce anti- force of nationalist populism demands hegemonic models of globalization that are a radical reframing of universities dedicated to the mission of countering education towards social justice, global awareness, that promotes projects of neoliberalism, and transformation. Global citizenship imperialism, consumer-orientated and passive education is one answer that has been cosmopolitanism, possessive individualism, offered by international governmental and xenophobia. I argue that any GCE should organizations, such as UNESCO, to strive to nurture a new critical ethos that, address the problematics of globalization. through critical global pedagogy, disrupts the However, skeptics decry models of instrumental rationality of neoliberalism and GCE as being overwhelmingly western/ the rise of nationalist populism and provides a northern-centric and connect them to praxis of global understanding and collective 21st century tools of imperialism and action towards egalitarian solutions for the most neoliberalism. pressing social and environmental injustices. Global Commons Review | 40 To begin, critical pedagogy cannot be There must be a recognition that the standardized and transferred from one university is a public good that cannot be context to the next. Critical pedagogy of GCE separated from globalization in all its forms, thus must originate from the experiences of processes, and impacts, and, conversely, in those within particular contexts, organized the ability that certain forms of education around how global society impacts local can transform global realities. contexts and vice versa. Critical Frameworks

Critical pedagogy of GCE must grounded in frameworks of postcolonial and critical UIFPSJFT
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while simultaneously offering spaces for agency and creative and sustainable solutions. This involves the recognition and inclusion of multiple wisdoms, learning, philosophies, cultural practices, and economic relationships that strive for communal peace and environmental preservation. Such frameworks are generally related to the re-centering and re-narrativization of knowledge and to epistemologies that have been traditionally based upon Eurocentric, male, neoliberal, hetero-normative, androcentric, and other hegemonic norms.

Local and Global Power

Critical pedagogy of GCE is where the roles of local and global power are analyzed within human relationships, structures, and human interactions with the environment, as well as the role of culture and culture-making institutions, such as education, media, religion and many others, that are recognized as greatly informing hegemonic and common- sense interpretations and actions of citizenship. Therefore, there is a focus on power and LOPXMFEHF
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teaching practices that have led to the current global challenges, while, on the other, a focus on providing innovative forms of individual and collective action. Thematic research, teaching and learning can focus on problem-posing and innovative solutions related to (a) peace education and ethics of nonviolent (including civil disobedience) conflict resolution; (b) DVMUVSBM
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Critical Reflexivity

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this pedagogy, the learner would understand their own complicity within structures of global power and work to alter their impacts. This critical reflexivity can include critical thinking and problem solving skills that are broad, holistic, transdisciplinary, and systems-orientated for the purposes of developing complex solutions and alternatives towards research for action.

Global Commons Review | 41 Agency and Empowerment Critical Public Sphere

An important goal of these pedagogies Creating a safe dialogical space where agency would be to foster agency that promotes and empowerment can be cultivated is also MFBSOJOH
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debate, and action takes place and should globe while unearthing alternative models endeavor to foster networks of local and of radical democratic and sustainable global solidarity with community groups, relations. Social and political agency is social movements, unions, universities, and nurtured by placing value on moral and other public global spheres necessary for ethical dimensions of global citizenship, collective social action. promoting political courage, social imagination, and social responsibility In facing the onslaught of neoliberalism necessary for change. This agency is directed and nationalist populism, it is crucial that towards empowering marginalized and universities be part of the solution to global disenfranchised communities, who are often crises, not part of the problem. I call on the most adversely affected by globalization, universities to adopt political and moral by developing models for inclusion that projects dedicated to critical pedagogies of are grounding in building compassion and global citizenship education. A commitment empathy for/with others within and across to critical pedagogy of GCE is to illuminate localities. the critical consciousness in learners OFDFTTBSZ
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and toxic local and global relations. It is an ethical reimagining of the world and REFERENCES citizenship through teaching, learning, and research for action that struggles to Bauman, Z. (2016, Nov. 16 ). How create models and movements of counter- neoliberalism prepared the way for Donald hegemonic globalization necessary to create Trump. Social Europe. Retrieved from: sustainable and subversive alternatives to https://www.socialeurope.eu/2016/11/ how-neoliberalism-prepared-the-way- environmental, political, social and cultural for-donald-trump/ injustices and relations in the world. Giroux, H. A. (2002). Neoliberalism, corporate culture, and the promise of Santos, B. D. S. (2006). The university in the higher education: The university as twenty-first century: Towards a democratic and a democratic public sphere. Harvard emancipatory university reform. In R. A. Rhoads &EVDBUJPOBM
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and C. A. Torres (Eds.), The university, state, and Giroux, H. A. (17 March, 2015). Higher market: The political economy of globalization in education and the politics of disruption. the Americas (pp. 60-100).Stanford, CA: Stanford Truthout. Retrieved from: http://www. University Press. USVUIPVUPSHOFXTJUFNIJHIFS education-and-the-politics-of-disruption Slaughter, S. & Rhoades, G. (2004). Academic capitalism and the new economy: Markets, state, Rhoads, R. A., & Torres, C. A. (eds.). and higher education. Baltimore, MD: Johns (2006). The university, state, and market: Hopkins University Press. The political economy of globalization Torres, C. A. (2011). Public universities and the in the Americas. Stanford, CA: Stanford neoliberal common sense: Seven University Press. iconoclastic theses. International Studies in 4PDJPMPHZ
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Global Commons Review | 42 CYBERSECURITY: Critical Public Sphere THE NEW FRONTIER OF GLOBAL CITIZENSHIP EDUCATION?

Nazli Choucri Professor of Political Science Massachusetts Institute of Technology Complexities of cybersecurity

Almost everyone recognizes the salience At issue is who does what, of cyberspace in all venues of everyday when, how, and with life. This constructed environment is a XIBU
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greater and greater importance with Information about every passing day, namely, threats to impact is more readily cybersecurity. It is no exaggeration that available than the cyber threats are growing faster than our ability to fully understand their various actual source or even manifestations or to formulate effective the pathway. This essay policy responses to anticipate, and curb, highlights some of the the most serious malicious behavior. features of cybersecurity, Cybersecurity is clearly a concern for the factors that enable everyone participating in the cyber threat, and the barriers arena, as it is for a reliability as it is for the resilience of the global network as a that impede effective whole . containment.

Global Commons Review | 43 From “Low” to “High” Politics

At the core of cyberspace is the During the early decades of the Internet, Internet. It was designed and cyber-related issues were relegated to the constructed based on a view of domain of “low politics.” These were mainly global openness enabling the free ow technical issues in the construction of a of information. In many ways, the worldwide infrastructure and managing Internet has become a “great leveler.” its operation. In retrospect, it is clear that It enables almost everyone almost the state system was a late-comer to the everywhere to engage in the cyber complexities of the cyber domain despite EPNBJO‰UP
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the obvious fact that networks crossed while serving as a great conduit of borders. Today, cyberspace is very much knowledge and capability. in the domain of “high politics,” as is every facet of its operations. The state system has become more and more This global infrastructure was engaged in the cyber realities and power conceived, framed, and built by of the private sector. Then, too, the the private sector. Its management management model, built on a distributed systems and institutional mechanisms multi-stakeholder model appears at odds were also created by the private sector with the traditional concept and practice (all part of the early contractual of hierarchical authority, the traditional relations with the U.S. government). underpinning of law and order. Non-state e focus was on performance, not BDUPST‰GPS
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Cyberspace: Structure and Process The brief note on the characteristic features of cyberspace in Figure 1 helps frame cybersecurity in theory and in practice for the following discussion. This view begins with technical and It is not difficult to envisage the various operational factors, incorporates all entry points for unauthorized access. matters of content, includes properties But it is difficult to capture the intent and of both structure and process and the anticipated gains of the transgressor, or the institutional underpinnings. Most nature of content accessed, or the technical important of all, it includes the wide damages, or the full cost to the target. One range of people spanning from all DPOTFRVFODF
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Global Commons Review | 44 Anywhere could damage networks, penetrate systems, access content, and so forth. An intruder, however benign, could simply access and observe, and in so doing, gain valuable knowledge with no observable traces.

The well-known WikiLeaks episodes showed in unambiguous ways the Figure 1. Cyberspace: Global Domain of Human Interaction. politicization and disruptiveness of cyberspace. The WikiLeaks type of incidents and the Snowden saga Dynamic Entanglements signal a potentially powerful role of The use of malware, malicious intrusions, individual action with direct state-level worms (some are actually named) and various and international ramifications. The forms of hacking have become commonplace. increased role of non-state actors at the Infections of email abound. Fear of intrusion level of high politics undermines the is common. An entire vocabulary continues “diplomacy behind closed doors” model to grow in response to new threat experiences of state-to-state interactions. Responses and efforts to capture the parameters of varied across the international landscape, DZCFSTFDVSJUZ‰JODMVEJOH
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but most, if not all, countries viewed this modes, methods, venues, intents, and impacts. There are new businesses and new markets episode as a threat to their sovereignty devoted to tracking, recording, and preventing and security and, thus, have become damage. more and more aware of their own vulnerabilities. According to Spamhaus (2016), the top five originating states of cyber damage are the Conflict and warfare in the cyber domain United States, Mexico, Brazil, Russia, and have become matters of national security Vietnam. Clearly, this refers to the known and state sovereignty. While the state source of damage, not to government policy remains a dominant entity in world or national strategy. While unauthorized politics, it no longer holds monopoly over intrusion is a minimum common core that the use of force. All evidence suggests often enables a wide range of damaging actions (e.g., financial theft and industrial espionage, that the state is seeking to assert (or re- cybercrimes of various sorts, cyber threats to assert) its superior status. Concurrently, national security), it provides few guidelines we see the growing use of cyber venues to understand the features of cybersecurity by non-state groups whose objectives are and even less insight about prospects for cyber to undermine the security of the state or conflicts among known contenders. to alter its very foundations.

Global Commons Review | 45 Dilemmas of Design Some barriers to cybersecurity can be traced to the very design and architecture of the Internet and the ethos that shaped its construction; others may be due to the very success of the Internet and emergent technical innovations to support and enable the users, for example:

(a) The attribution (d) The relative autonomy of the International Exchange problem that is the Points (IXPs) that mirror a lack of oversight so prevalent inability to identify the among the ISPs (except when the state is the dominant actor responsible for the malicious act. Location can player). be closely approximated, but a wide range of tools (e) Limited incentives, if any, for collaboration or are available to obscure identify and to confound, information exchange among entities or responsible for even mask, the connections any aspect of the overall cyber experience to users. to the final outcome.

(b) The absence of oversight (f) Some bi-products of the expansion of markets and responsibility that is generally salient with for malware and the monetization of information on respect to the Internet types intrusions are not accompanied by incentives Service Providers. In some countries, almost anyone for information sharing or for shared strategies for can become an ISP. containing damage. (c) The nature of the certificate authorities None of the above are particularly problematic in their who have little robust accountability to the own right. They do not create insecurities. And they are oversight international not political, institutional, or other pathologies. They institutions and even less responsibility built into the are simply part of the cyber reality as-is, today. But, certification process. individually or collectively, they are positioned to serve as enablers of threats to cybersecurity.

Constructive Moves

At the same time, some important constructive moves demonstrate the state system and the international community’s recognition of emergent cyber challenges. Three institutional responses to enhance cybersecurity must be noted.

Global Commons Review | 46 First is the use of international legal instruments, The first and second of illustrated by the Convention on Cybercrime. these initiatives were of a Second is the creation of Computer Emergency multilateral character, that Response Teams (CERTS) in many countries. is organized and managed Third, is the inclusion of other cyber domains by state-based entities. The in the international global agenda: (a) the World third was explicitly framed as Summit on the Information Society (WSIS), a multi-stakeholder initiative, a new intergovernmental initiative to pursue recognizing the state as one, a global agenda; (b) the World Conference on but not the only, or even the International Telecommunications (WCIT- most dominant, entity. Early 12), a formal conference convened to update an on, notable cross cutting operational treaty; (c) NetMundial in 2014, marked contentions took shape, most by the convergence of the Snowden revelations of which could be viewed and their aftermath; and (d) the United States’ as debates between the two announcement of its “separation” from ICANN, principles of authority: public a driver for consensus-building around plans for versus private. managing this transition.

What We Do Not Know The second imperative, a potential extension of the There is much that we do not know. At least three first, is to examine the data on imperatives must be addressed. The first is to build malware currently available and organize these in terms on the bits and pieces we now have and develop a of their damage capabilities meta-level view of the current data on intrusions in general, as well as by type of damage targeted to specific and instances of espionage. This will help us situations or contexts. Simply combine seemingly idiosyncratic observations into put, this means that we must NPSF
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diverse types of intrusion is done in other contexts, on other issues, and is tools, instruments, target of fundamental for knowledge development. If we damage, and so forth. Various ways have been developed had a generic meta-level data framework, then to garner such information, we could situate the individual intrusions (and some of which involve constructing somewhat efforts to protect) in a context. It is also not likely controlled markets for to interfere with the practices of individual firms malware (as does Microsoft), operating in markets for cybersecurity products but little is known about their effectiveness. and processes.

Global Commons Review | 47 The third imperative is to strengthen Initiatives of this sort are undoubtedly analytical capabilities for cyber threat being undertaken in both private and assessment. Whatever might be the public settings, but with little cumulative preferred analytical tools at hand, it is knowledge that serves neither the especially useful to (a) identify system- individual entity nor the common welfare. wide changes overall as well as those Further, such information is valued for derived from sub-system elements enhancing the capability of the firm or (i.e., bottom- up), and help us move agency, but carries little incentive for to explore the cross-level feedback, disclosure, sharing or common pooling. (i.e., the top-down); (b) construct Under the best of circumstances, all of this system representation that allows us takes time. Eventually, these imperatives to address and to model the diverse will be addressed in a collective context. “realities” as well as the dynamics, Meanwhile, we can share insights about of change therein, and (c) explore the advantages of exploring different systematically the potential effects short-term strategies to help manage the of potential intrusions and examine espionage issue in its many facets. various “what if” contingencies.

What Can Be Done At least four relatively well known practices Third is to prioritize for have potential usefulness if they became more protection. Already many widespread. First is to concentrate on the impact institutions engage in side, not the source of the offending action. The such practice. However, it next step is to develop profiles of impacts, rather is difficult to expect any than concentrate on singular incidents or on FOUJUZ‰QSJWBUF
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positive incentives associated with admitting, systematically differentiate among its valued elements. let alone profiling damages. It is likely that the In principle, everything potential insights, if not outright gains, could has value to someone, make the inevitable less unpleasant. somewhere.

Second is to engage in reverse engineering of Fourth, and final, is to intrusion pathways, as some are well understood, recognize potential for and identify points of control. Clearly, anonymity countervailing evidence, and, networks do not help in this respect, but control to the extent possible, track points analysis could at least assist to concentrate the nature of this evidence the mind , and potentially strengthen the arsenal and the extent to which it can of protection. be generalized more broadly.

Global Commons Review | 48 GLOBAL CITIZENSHIP EDUCATION: TOPICS AND LEARNING OBJECTIVES

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declared by the international councils of the natural sciences (ICSU), the social sciences (ISSC), and the humanities (CIPSH) on the basis of a UNESCO resolution. The IYGU program aims to bridge the gap in awareness between local actions and global effects and will develop a blueprint for a new geographical view of a radically changing world.

Global Commons Review | 49 General Framework

Globalization has brought far-flung places and people into ever-closer contact. New kinds of supra-national communities are emerging at an accelerating pace. At the same time, these trends do not efface the local. On the contrary, globalization is also associated with a marked re-affirmation of cities and regions as distinct forums of human action. The IYGU’s overarching objective is to develop a blueprint for a new geographical view of the world that is fully open to these realities and framed as part of a transdisciplinary approach. With this approach IYGU seeks to work creatively with their inner tensions and potentialities within the broader horizons Benno Werlen of peace, democracy, environmental Friedrich Schiller University Jena sustainability, and conviviality in the Executive Director of the International Year of late-modern world. Global Understanding

The principal method to achieve these The main fields of action are research, goals is to work toward a new map of education, and information. All three the world. In the sense of an imaginative components will be treated in the cartography, this will literally “put on the perspective of the three focal interfaces: map” the many forms of interdependence and conflict in the new world order. Local || Global In the sense of an intellectual program Local actions’ global impact of research and discussion, this will lay the conceptual foundations for an Socio-cultural || Natural understanding of the new geography of Culturally adapted, ecologically and socially sustainable ways of living globalization and its political implications. A practice-centered perspective on the Everyday || Science current globalized geographical living Sustainable action patterns and conditions guides this endeavor. technologies for local use

Global Commons Review | 50 The IYGU enhances the opportunities Together with its partners, the IYGU for both citizens and decision-makers supports global sustainable and to benefit from and relate to new FRVJUBCMF
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research findings and corresponding everyday dimension of global challenges recommendations. The IYGU and developing cross-disciplinary demonstrates to a wide range of world tools and frameworks for sustainability DJUJ[FOT‰BT
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basic practices that are key to sustaining activities share a two-fold embeddedness: human life. Therefore, the IYGU program in natural contexts on the one hand and puts forward three bridge-building in socio-cultural ones on the other; and processes: bridging (a) the local and the the link between the local and the global global (global understanding), (b) the scale is embodied in both. In addition, the multiplicity of socio-cultural worlds and IYGU advances science and technology the natural world (integrative research), for integrated sustainable development and (c) everyday life and science and contributes to the achievement of (transdisciplinarity). the UN Post-2015 Development Agenda.

Bridging the Local and the Global

Building upon a vibrant network of scientists, artists, and private enterprises, the IYGU develops and disseminates new geographical imaginations by fostering a profound understanding of the global condition of everyday life. Through innovative forms of knowledge creation, presentation, and sharing, including interactive maps on “natural resource stories” of everyday artifacts, the IYGU puts forward non-parochial geographical visions. In addition, the project includes anthropological investigations of non-Western and non-scientific forms of knowledge, thus strengthening the cultural dimension of sustainability policies and sustainability research. By promoting and popularizing exemplary local projects and best practices through its well-established communication networks, the IYGU sparks public debate and promotes locally adapted sustainability projects.

Global Commons Review | 51 In order to further promote cross-disciplinary scientific work, new integrative forms of encounters and cooperation between natural and social scientists as well as scholars from the humanities have been, and continue to be, developed and Overall, the project aims to implemented. In an age of increasingly specialized complement predominantly research, the IYGU program aims at strengthening natural scientific translational practices between different scientific sustainability research with cultures, for instance, by developing training social and human scientific workshops for young and early-career researchers, perspectives (namely, or by popularizing best practices of cross- practice- and lifeworld- disciplinary research. Furthermore, the IYGU puts centered perspectives), forward integrative perspectives on sustainability thus seeking to overcome issues by utilizing artistic or literary forms of traditional disciplinary knowledge production and dissemination. divides.

Everyday Life and Science: Transdisciplinarity To improve cooperation between science and Thus, the IYGU program policy, we need to deepen our knowledge of aims to advance research sociocultural contexts, improve social and concerning the change cultural acceptance of scientific knowledge, and of everyday practices, for develop culturally differentiated paths to global example, consumption sustainability on the basis of comprehensive patterns, that, cumulatively, bottom-up action. This shall help overcome the would yield great discrepancy between people’s knowledge about sustainability benefits not global environmental issues, such as climate only in an environmental change, and the lack of action upon it. sense, but also concerning social justice and economic viability.

Global Commons Review | 52 The idea of global In doing so, the This practice-centered understanding rests on IYGU program perspective highlights the the premise that social specifically addresses two-fold embeddedness UIF
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of all human activities in and cultural factors shape current environment- the way we understand transforming practices biophysical and socio- ourselves in relation have for global cultural processes at to our non-human sustainability and how the global and local environment and hence these practices might be levels. Overall, teaching altered to yield the best in this perspective how we appropriate possible outcome from a and transform this seeks to integrate the sustainability perspective. knowledge of the social environment. The In the field of education, and natural sciences notion of global the IYGU program seeks and the humanities to understanding focuses UP
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the competencies to gain an understanding on the opportunities identify key challenges, of the global impacts and challenges that we comprehensively assess and pathways of are faced with in an their context, and develop transformation of solutions in accordance increasingly globalized everyday local activities world. with the overarching goal of global sustainability. (see Figure 1).

Figure 1. Core dimensions of everyday practices

Besides information, the core elements of the IYGU program are transdisciplinary education and research. A combination of theoretical training, applied research, and practical experiences shall help develop students’ critical and creative thinking as well as reflective skills and problem-solving abilities.

Global Commons Review | 53 Susan Wiksten Genocide is a crime, whether carried Ph.D. Candidate, out at a time of peace or time of Division of Social war, and the convention reminds us Sciences and about the moral problem faced by Comparative Education, bystanders: that we cannot justifiably UCLA Graduate turn our back and not take a stance School of Education & when the lives of innocent children, Information Studies men, and women are threatened or targeted by a sovereign government, The holocaust be it our own or that of another nation. Hereby, the very concept of genocide has come to alter as topic in international law in proposing that there are good grounds for GLOBAL building international justice. The Holocaust presents us with millions of good grounds for building our CITIZENSHIP understanding of international law and justice: millions of lives, each EDUCATION providing a valuable reason for why we should care.

Forty years ago in an article on the development The Holocaust as a historical event is a particularly of the western tradition of thought, when suitable topic for global citizenship education Hannah Arendt noted that by 1977 the ,BIMB
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teleological shift, or what she referred to as the UNESCO, 2014 ) in part due to the important death of metaphysical thought, had become developments in international law it has engendered broadly recognized among scholars, it seems but also as it currently is one of the best documented she may have over-generalized (Arendt, 1977, p.71). Perhaps she presented a proposition genocides. Holocaust testimonies provide a rich that she hoped would self-actualize. After MJUFSBSZ
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testimonies were not published immediately after did not build on much more than the sulfuric the war and a wealth of material has emerged as narrative created by the Nazis. recently as in the past decade (see e.g., Neumark, 2006; and BBC report on Nazi archives 2011) . Arendt was, of course, right in observing that the period after WWII did bring with it Studies on the topic have in the past decade evolved fundamental changes, notably by undermining into a field of academic study in its own right (c.f. some of the key tenets of positivism and the idea Fogu, Kansteiner, & Presner, 2016). This material that technological efficiency would bless human provides an exemplary source for discussions existence. The Holocaust is an example of the with students on themes of relevance for global contrary. citizenship education ranging from nationalism, various positions on minorities, professional ethics One way of understanding the shift Arendt BOE
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pointed at is to recognize that political reasoning, of what it means to be human in a diverse world. indeed, has not been the same since Raphael The Holocaust can be demonstrated and discussed Lemkin (1944) taught us how to spell genocide. both from the ways it was implemented by laws and The adoption of an international law that aims policies and how it was experienced by families and to prevent and criminalize genocide has since individuals in the time of peace preceding WWII then altered the very notion of what is meant and how it was implemented and experienced in by state sovereignty (United Nations General several different countries across Europe during the Assembly, 1948). war. Global Commons Review | 54 A time-honored practice in the liberal tradition of education has been to engage literature REFERENCES as a vehicle for supporting the students development of perspective taking skills Cajkler, W., Wood, P., Norton, J., Pedder, D., & Xu, H. (2015). Teacher perspectives about lesson study in secondary school (Geiger, 2015; 2016). While by no means a departments: A collaborative vehicle for professional learning and new concept in educational circles, the notion QSBDUJDF
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Cammarota, J. (2011). From hopelessness to hope: Social justice renewed attention as a concept engaged both pedagogy in urban education and youth development. Urban in psychological ( Cajkler, Wood, Norton, Education, 46(4), 828–844. Peddler, & Xu, 2015; Deci, Vallerand, Pelletier, Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). & Ryan, 1991; Mistry, Brown, Chow, & Collins, Motivation and education: The self-determination perspective. &EVDBUJPOBM
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o 2012, p.105 ), as well as critical and sociological Fogu, C., Kansteiner, W., & Presner, T. (2016). Probing the Ethics approaches in education (Cammarota, 2011; of Holocaust Culture. Cambridge: Harvard University Press. Goldsmith, 2006; Järvelä, Lehtinen, & Salonen, Geiger, R. (2016, April). The rise and fall of enlightened colleges in the 18th century. Presented at the Liberal Arts Education and the  
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Commercial Republic Conference, University of California Los is referred to as the effort of “putting oneself in Angeles. another person’s shoes.” While it is impossible Geiger, R. L. (2015). The history of American higher education: for us as individual human beings to grasp the Learning and culture from the founding to World War II. complex totality of factors that contributed Princeton, NJ: Princeton University Press. to the destruction of millions of human lives, (PMETNJUI
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the Holocaust testimonies generously provide diversity: Getting students past ideologies. Teaching Sociology,  
o us windows that support perspective taking, Järvelä, S., Lehtinen, E., & Salonen, P. (2000). Socio-emotional providing, thereby, engaging material for orientation as a mediating variable in the teaching‐learning students’ socio-emotional learning, notably in interaction: Implications for instructional design. Scandinavian terms of perspective taking and by serving an +PVSOBM
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education. for global citizenship: A youth-led approach to learning through partnerships. Melbourne: PUBLISHER?. Lemkin, R. (1944). Axis rule in occupied Europe: Laws of Arendt, H. (1977, November 21). Thinking I. The New Yorker, 65–141. occupation, analysis of government, proposals for redress. BBC News (2011, January 7) Nazi Germany pursued “Hitler salute” Washington, D.C.: Carnegie Endowment for International Peace. Finnish dog. (2011, January 7). BBC News. Retrieved from http://www. Mistry, R. S., Brown, C. S., Chow, K. A., & Collins, G. S. (2012). CCDDPNOFXTXPSMEFVSPQF Increasing the complexity of young adolescents’ beliefs about Cajkler, W., Wood, P., Norton, J., Pedder, D., & Xu, H. (2015). Teacher QPWFSUZ
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perspectives about lesson study in secondary school departments: A curriculum intervention. Journal of Youth and Adolescence, 41(6), collaborative vehicle for professional learning and practice development. 704–716. https://doi.org/10.1007/s10964-011-9699-6 3FTFBSDI
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Neumark, Z. (2006). Hiding in the open: A young fugitive in Cammarota, J. (2011). From hopelessness to hope: Social justice Nazi-occupied Poland (1st ed.). London; Portland, OR: Vallentine pedagogy in urban education and youth development. Urban Mitchell. Education, 46(4), 828–844. Oster, H., & Ford, D. T. (2014). The kindness of the hangman: Even Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). in Hell, there is hope (1st edition). Manhattan Beach, CA: Higgins Motivation and education: The self-determination perspective. Bay Publishing. &EVDBUJPOBM
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o Torres, C. A. (2015). Global citizenship and global universities: Fogu, C., Kansteiner, W., & Presner, T. (2016). Probing the Ethics of The age of global interdependence and cosmopolitanism. Holocaust Culture. Cambridge: Harvard University Press. European Journal of Education, VOL(NO.), 262–279. https://doi. Geiger, R. (2016, April). The rise and fall of enlightened colleges in org/10.1111/ejed.12129 the 18th century. Presented at the Liberal Arts Education and the UNESCO. (2014). Global citizenship education: Preparing learners Commercial Republic Conference, University of California Los for the challenges of the 21st century. Paris: UNESCO. Angeles. United Nations (1948). Convention on the Prevention and Geiger, R. L. (2015). The history of American higher education: Punishment of the Crime of Genocide. Learning and culture from the founding to World War II. Princeton, Adopted by the General Assembly of the United Nations on NJ: Princeton University Press. 9 December 1948. Document Arendt, H. (1977, November 21). Thinking I. The New Yorker, 65–141. number 1021. New York: United Nations. BBC News (2011, January 7) Nazi Germany pursued “Hitler salute” Retrieved 1/7/2017 from https://treaties.un.org/doc/publication/ Finnish dog. (2011, January 7). BBC News. Retrieved from http://www. unts/volume%2078/volume-78-i-1021-english.pdf CCDDPNOFXTXPSMEFVSPQF Wiesel, E. (2006). Night. (M. Wiesel, Trans.). Princeton, NJ: Hill and Wang.

Global Commons Review | 55 The goal of environmental teaching ECOPEDAGOGY’S is to both deepen and widen students’ understandings of environmental ESSENTIAL ROLE issues to help guide their environmental actions through their reflection. It is in well known that there are inseparable connections between human acts of environmental harm and social teaching global injustices (socio-environmental connections); however, many scholars, including myself, argue that citizenship and these connections are often not taught in environmental pedagogies, or at sustainable least not to a sufficient degree. Many environmental pedagogies, including many education for sustainable development development (ESD) models, have been found to largely ignore socio- environmental connections due to the influences (or politics) from those who benefit from environmentally ills, often in the name of “development.” All education is for development, but I argue that we must teach to ask, Who benefits? Who does not benefit? and What populations (e.g., global South-North, gender, race, religion/ spirituality, socio-economic) suffer the most for others’ development? In this short article, I argue that ecopedagogy, global citizenship education (GCE), and ESD must critically unveil the hidden politics of socio-environmental injustices Greg William Misiaszek (deepen understandings) and view PhD, Assistant Professor, Beijing Normal University, the injustices from local to planetary Faculty of Education, Institute of Educational Theories perspectives (widen understandings).

Global Commons Review | 56 Ecopedagogy, originating from Latin America and reinvented by Paulo Freire’s work, aims for students to critically understand how environmentally harmful acts lead to oppressions for humans (anthropocentric aspects ) and all else that makes up Earth (biocentric aspects ), to grapple with the politics of these environmentally hostile acts, and to problem-solve how to deal with socio-environmental oppressions .

As a critical pedagogy, some key tenets of Teaching global citizenship (GC) is ecopedagogy include the following: (a) democratic not a linear process; rather, it is one learning spaces where both students and teacher(s) that involves teaching deeper and construct curricula and dialectically problem- wider understandings of the world’s pose environmental issues with specific attention diverse cultures for global peace. to incorporate diverse perspectives, disciplines, The intensification of globalization and historical analysis; (b) teaching grounded in influences all the world’s societies understanding socio-environmental oppressions in both positive and negative from those who suffer most (bottom-up approach); ways, including the causes and and (c) the overall goal for students’ and teachers’ effects of environmental ills. GCE actions for socio-environmental justice . As is essential to ecopedagogy for transformative-centered, ecopedagogical teaching teaching globalization’s causes and through discussions will problematize what actions effects within the connectivity and are needed both within societies’ current social, solidarity of citizenship, in which economic, and political structures, as well as what we, as humans, are all fellow GCs are the necessary actions to change the structures with one another, with one home themselves. (i.e., Earth). Global Commons Review | 57 Ecopedagogy is essential to GCE for teaching critical understandings on environmental actions’ effects on humans from global to local (glocal) perspectives, focusing on the often-hidden politics However, “global” framing of environmental ills and the goal of might also be too limiting. Many transformational actions from holistic scholars, such as Moacir Gadotti, reflection of unrestricted possibilities of argue world and global should be change. These two pedagogies together widened to planet and planetary, respectively, with corresponding construct learning spaces within and planetary citizenship education between global and local as a part of GCE. As can be socio-environmental understandings. It understood from the first part is impossible to solve global problems, of the name, planetary conveys such as social and ecological violence, the need for teaching biocentric without understanding the oppressions understandings. The planetary felt at local levels because the resulting citizenship part indicates solutions are inherently flawed by being teaching Earth as a single holistic being that we, as humans, are a contextually-void top-down solutions. part of, and that Earth is a citizen. The opposite is also flawed when only Framings of GC/GCE are not local understandings (bottom up to be disregarded; rather, both perspectives) of environmental issues citizenship education models are taught because environmental ills, build upon each other, in the such as climate change and air pollution, same way that ecopedagogy are often geo-politically borderless. does not eliminate ESD or other environmental pedagogies.

Global Commons Review | 58 The goal of education is always The planetary level of citizenship development, but, aligned with the indicates that every being and thing critical problem-posing of who on the planet is affected by humans’ benefits, students must be taught to acts and adds to the value of GC/ problematize how the D in ESD is GCE all-inclusivity of the world’s framed and why, as well as to ask, “How societies/populations to end all do we value development compared to socio-environmental injustices. the rest of nature’s balance and intrinsic Ecopedagogues focus on critically rights and values?” In many cases, teaching socio-environmental successful development is measured connections because, as humans, we by success in the global market, which are the only part of nature that acts undervalues the local, contextual through self-reflection; however, this framing of development. For the S, ecopedagogues problem-posing does not devalue all else on Earth. BQQSPBDI
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from mountain-top removal mining.) with such measurement of progress? Just as Freire called for teaching that Teaching sustainable development that had students read and re-read the integrates both ecopedagogical tools world, ecopedagogues teach students and critical GCE is essential to more critical environmental literacies to fully understand the complex issues at read environmental issues in order to hand for solutions to emerge. identify who truly benefits and who In some ways, biocentric analyses does not, to recognize the effects on of development form a conundrum all of nature, and to deconstruct what because humans, as the only self- is taught within in/formal learning reflective and historical organisms, are spaces, in the media, and within our the only beings who can develop, while communities, and what is expressed the rest of nature acts for survival and on social media. adapts to restore balance.

Global Commons Review | 59 However, this does not lessen the importance Similar to the contested terrains of teaching through planetary lenses. of oppressive or empowering Ecopedagogical practices and methods processes of globalization, ESD and RVFTUJPO
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that GCE and ESD teach to deepen How does globalization affect the framing and widen socio-environmental development and the possibilities of reflection of students for actions sustainable? How do models of global, all- toward achieving the SDGs inclusive justice models fit into sustainable and critical analysis of needs development framings? Who do we consider fellow citizens and what is the criteria? beyond the goals. This is where and How does the rest of nature outside of ecopedagogical teaching and humans fit into concepts of development, research (and ecopedagogical tools) sustainability, sustainable development, are indispensable. Ecopedagogical citizenship, and global citizenship? These teaching is essential in the RVFTUJPOT
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multi-perspective understandings any of them means failure of all of them. Integration of ESD and critical GCE help of citizenship, development, and students understand and respect diverse, sustainability to save the planet. contextual framings of development and problem-pose how diverse developments can be sustained within socio-environmental justice models, and to seek solutions within this increasingly connected world, which is our home as global citizens.

Global Commons Review | 60 Global Citizenship Education and the Crises of Multiculturalism Comparative Perspectives

Massimiliano Tarozzi & Carlos Alberto Torres

"Massimiliano Tarozzi and Carlos Alberto Torres offer a critical reading of citizenship and multiculturalism within a rapidly globalizing educational landscape. This is an important work, one that will contribute to the way scholars and students come to understand the various forces on this contested terrain. Their sharp focus on global inequities that are ironically transacted in schools, particularly in the global North, raises big questions about how we live in the spirit of global citizenship amidst the inherited and perpetuated injustices of our time." William Gaudelli, Associate Professor of Social Studies and Education, Teachers College, Columbia University, USA

35% off with this flyer! Hardback | 240 pp | August 2016 | 9781474235976 | £95.00 £61.75 (c. €71.30)

The notion of global citizenship education (GCE) has emerged in the international education discourse in the context of the United Nations Education First Initiative that cites developing global citizens as one of its goals. In this book, the authors argue that GCE offers a new educational perspective for making sense of the existing dilemmas of multiculturalism and national citizenship deficits in diverse societies, taking into account equality, human rights and social justice.

The authors explore how teaching and research may be implemented relating to the notion of global citizenship and discuss the intersections between the framework of GCE and multiculturalism. They address the three main topics which affect education in multicultural societies and in a globalized world, and which represent unsolved dilemmas: the issue of diversity in relation to creating citizens, the issue of equality and social justice in democratic societies, and the tension between the global and the local in a globalized world.

Through a comparative study of the two prevailing approaches – intercultural education within the European Union and multicultural education in the United States – the authors seek what can be learned from each model. Global Citizenship Education and the Crises of Multiculturalism offers not only a unifying theoretical framework but also a set of policy recommendations aiming to link the two approaches.

Massimiliano Tarozzi is Associate Professor in Education at the Department Life Quality Studies, University of Bologna, Italy, and was a Fulbright Visiting Scholar at the University of California Los Angeles (UCLA), USA. He is the editor of Encyclopaideia: Journal of Phenomenology and Education and Chair of the institution governing educational services in Bologna, Italy.

Carlos Alberto Torres is Distinguished Professor of Education, UNESCO Chair in Global Learning and Global Citizenship Education, and Director of the Paulo Freire Institute at the University of California Los Angeles (UCLA), USA. He is President of the World Council of Comparative Education Societies, Founding Director of the Paulo Freire Institutes in Sao Paulo, Buenos Aires and at UCLA, and Past President of the Comparative International Education Society (CIES).

Global Commons Review | 61 Carlos A. Torres, Ph.D. EDUCATION COURSES Director & Founder Paulo Freire Institute (PFI), UCLA for U.S. and International Students Distinguished Professor Graduate School of Education and Information Studies, UCLA UNESCO Chair Global Learning and Global Citizenship Education (GCE) Summer 2017 (July 13 to August 3) Chen-Wei Chang, Ph.D. Associate Director Paulo Freire Institute Summer Program, PFI, UCLA Assistant Research Fellow National Academy for Educational Research (NAER)

Professors Jason Dorio, Ph.D. UCLA; PFI, UCLA Aly Juma, Ph.D. PFI, UCLA Chitra Golestani-Maghzi, Ph.D. PFI, UCLA Greg William Misiaszek, Ph.D. Beijing Normal University, China; PFI, UCLA Lauren Ila Misiaszek, Ph.D. Beijing Normal University, China, PFI, UCLA; AT the University of California, Los Angeles (UCLA) Ana Elvira Steinbach Silva Raposo Torres, Ph.D. Federal University of Paraiba, Brazil; UCLA; PFI, UCLA Daniel Schugurensky, Ph.D. ORGANIZED BY the Paulo Freire Institute, UCLA Arizona State University Graduate School of Education and Information Studies Online Payment Link http://conferences.gseis.ucla.edu/paulo-freire-institute Paulo Freire Institute Summer Program Housing Links 11th edition Air BnB (www.airbnb.com) includes two graduate-level courses and English writing For more info contact: [email protected] tutoring for international students.

Global Commons Review | 62 Carlos A. Torres, Ph.D. EDUCATION COURSES Director & Founder Paulo Freire Institute (PFI), UCLA for U.S. and International Students Distinguished Professor Graduate School of Education and Information Studies, UCLA UNESCO Chair Global Learning and Global Citizenship Education (GCE) Summer 2017 (July 13 to August 3) Chen-Wei Chang, Ph.D. Associate Director Paulo Freire Institute Summer Program, PFI, UCLA Assistant Research Fellow National Academy for Educational Research (NAER)

Professors Jason Dorio, Ph.D. UCLA; PFI, UCLA Aly Juma, Ph.D. PFI, UCLA Chitra Golestani-Maghzi, Ph.D. PFI, UCLA Greg William Misiaszek, Ph.D. Beijing Normal University, China; PFI, UCLA Lauren Ila Misiaszek, Ph.D. Beijing Normal University, China, PFI, UCLA; AT the University of California, Los Angeles (UCLA) Ana Elvira Steinbach Silva Raposo Torres, Ph.D. Federal University of Paraiba, Brazil; UCLA; PFI, UCLA Daniel Schugurensky, Ph.D. ORGANIZED BY the Paulo Freire Institute, UCLA Arizona State University Graduate School of Education and Information Studies Online Payment Link http://conferences.gseis.ucla.edu/paulo-freire-institute Paulo Freire Institute Summer Program Housing Links 11th edition Air BnB (www.airbnb.com) includes two graduate-level courses and English writing For more info contact: [email protected] tutoring for international students.

Global Commons Review | 63 TABLE OF CONTENTS: 20% discount with this flyer! Chapter 1: The Realpolitik of Global Citizenship Education; Chapter 2: Why Global Citizenship? An Intervention in Search of a Theory Chapter 3: Global Citizenship Education: Competitiveness versus Solidarity?; Liminal: Education and citizenship ; Chapter 4: Global Citizenship Education Confronting Hyper-Globalists, Skeptics and Transformationists Agendas; Chapter 5: Global Citizenship Education and the Theoretical and role of Universities. Seven iconoclastic thesis about Public Universities and the neoliberal common sense; Chapter 6: Global Citizenship and Global Universities: The Age of Global Empirical Foundations Interdependence and Cosmopolitanism; Chapter 7: Multiculturalism in the World System: Towards a Social Justice Model of Multicultural Education with Massimiliano Tarozzi; Chapter 8: Global Citizenship Education and Global Peace. of Critical Global Vive la liberteì!; Chapter 9: Adult Learning and Global Citizenship Education with Jason Dorio; Chapter 10: Global Citizenship Education: A New Global Social Movement?; Citizenship Education Chapter 11: Implementing Global Citizenship Education: Challenges

May 2017: 6 x 9: 208pp Carlos Alberto Torres 1 illustrations

Hb: 978-1-138-21162-9 | $149.95 Series: Critical Global Citizenship Education eBook: 978-1-315-45257-9 In first volume in the Critical Global Citizenship Education series, Torres combines theoretical and empirical research "CPVU
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to present an original perspective on global citizenship education as an essentially important way of learning in a globalized world. In examining the requirements for effective global citizenship education and education reform, he investigates pathways to citizenship building at the local, national and global levels and urges development of teaching methods, teacher education, and curriculum within a social justice education framework.

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For more details, or to request a copy for review, please contact: Danielle Fontaine, Marketing Assistant, [email protected]

For more information visit: www.routledge.com/9781138211629

Global Commons Review | 64

2017

24-28

JULY

CITIZENSHIP EDUCATION

INSTITUTE ON GLOBAL

2017 INTERNATIONAL

UNESCO Chair in Global Learning and Global Citizenship Education

UCLA Graduate School of Education & Information Studies

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JULY 24-28

2017

2017

24-28

JULY

CITIZENSHIP EDUCATION

INSTITUTE ON GLOBAL

2017 INTERNATIONAL

UNESCO Chair in Global Learning and Global Citizenship Education

UCLA Graduate School of Education & Information Studies