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Diplomarbeit DIPLOMARBEIT Titel der Diplomarbeit „Generation Globo Sapiens-Global Citizenship Education and Critical Pedagogy in the (English) Foreign Language Classroom― Verfasserin Tanja Wimmer angestrebter akademischer Grad Magistra der Philosophie (Mag.phil.) Wien, Juni 2011 Studienkennzahl lt. Studienblatt: A 344 350 Studienrichtung lt. Studienblatt: UF Englisch UF Italienisch Betreuerin ODER Betreuer: Ao. Univ.-Prof. Mag. Dr. Christiane Dalton-Puffer CONTENTS LIST OF TABLES............................................................................................... vii ACKNOWLEDGMENTS .................................................................................. viii INTRODUCTION ........................................................................................................ 1 1. Targeted Learner Group ......................................................................................... 4 2. The Globo Sapiens in the 21st Century ................................................................... 5 2.1. Global Changes and Citizenship ............................................................................. 5 2.2. Defining The Ideal: Global Citizenship and the Globo Sapiens ............................. 7 2.3. Global Civic Culture, The Earth Charter and Human Rights .................................. 9 2.3.1. Challenges to Global Citizenship and Global Civic Culture .............................. 11 3. Global Education & Global Citizenship Education (GCE) ................................ 13 3.1. Qualification Globo Sapiens .................................................................................. 16 3.1.1. The Substantive Dimension ................................................................................ 16 3.1.2. The Perceptual Dimension ................................................................................. 17 3.2. GCE & The Role Of The Earth Charter And UDHR ............................................ 19 3.2.1. The Earth Charter, the UDHR and the Foreign Language Classroom ............... 22 4. Critical Pedagogy and Global Citizenship Education ......................................... 25 4.1. Neo-Liberalism and the Production of Cynicism .................................................. 26 iii 4.2. The Education System and Possible Limitations to GCE ..................................... 27 4.3. Understanding Critical Pedagogy .......................................................................... 29 4.4. The Potentialities of Critical Pedagogy ................................................................. 31 4.4.1. Paulo Freire ......................................................................................................... 32 4.5. Critique of Critical Pedagogy ................................................................................ 34 4.6. Critical pedagogy and GCE-What Can They Do For Each Other? ....................... 35 5. Critical (Cultural) Awareness and Critical Pedagogy ........................................ 38 5.1. Reflection and Critical Thinking ........................................................................... 38 5.2. Dissent and Conflict .............................................................................................. 40 5.3. Critical Thinking, Conflict and Controversial Issues ............................................ 44 5.4. Dialogue ................................................................................................................. 49 5.4.1. Intercultural dialogue .......................................................................................... 51 5.4.2. Problem-Posing .................................................................................................. 53 5.5. Empowerment ........................................................................................................ 57 5.6. Action and hope ..................................................................................................... 58 6. Foreign Language Education, Critical pedagogy and GCE ............................... 59 6.1. The Intercultural Dimension of GCE .................................................................... 60 6.1.1. The Intercultural Speaker-a Globo Sapiens? ...................................................... 60 6.1.2. Cultural Realism ................................................................................................. 68 6.1.2.1. The Five Shifts................................................................................................. 70 6.2. Identity Globo Sapiens .......................................................................................... 77 6.2.1. English as a Foreign Language and GCE ........................................................... 77 6.2.1.1. English as a Global Language ......................................................................... 78 iv 6.2.1.2. Linguistic Imperialism-The Language of Critique .......................................... 79 6.2.1.3. English Ecology-The Language of Possibility ................................................ 82 6.3. Global Issues & Motivation ................................................................................... 85 6.4. Global Issues and Critical Literacy ....................................................................... 85 6.4.1. Critical Literacy .................................................................................................. 86 6.4.2. Critical Media Literacy ....................................................................................... 91 6.5. Communicative Competence ................................................................................. 92 7. Developing Discussion in the GCE Foreign Language Classroom .................... 93 7.1. Definition ............................................................................................................... 93 7.2. Learning Objectives ............................................................................................... 94 7.3. Planning ................................................................................................................. 97 7.3.1. The Appropriate Issue… .................................................................................... 97 7.3.2. Establishment of Ground Rules .......................................................................... 99 7.3.3. Content and Language Preparation .................................................................. 100 7.3.4. The Classroom Layout ..................................................................................... 102 7.3.5. The Discussion Format ..................................................................................... 103 7.3.5.1. Discussion cards ............................................................................................ 103 7.3.5.2. Warm-Up Discussions ................................................................................... 104 7.3.5.3. Pyramid (or Consensus) Debate .................................................................... 105 7.3.5.4. Panel Discussions .......................................................................................... 106 7.3.6. Role of the Teacher........................................................................................... 107 7.3.7. Variation ........................................................................................................... 109 7.4. Online Intercultural Dialogue .............................................................................. 110 v CONCLUSION ......................................................................................................... 115 REFERENCES ......................................................................................................... 118 GERMAN ABSTRACT ........................................................................................... 130 CURRICULUM VITAE .......................................................................................... 132 vi LIST OF TABLES Table 1: The key elements for responsible Global Citizenship…………………….. 18 Table 2: Earth Charter Themes…………………………………………………… … 20 Table 3: Critical literacy activities and concepts………………………………… … 89 Table 4: Aims in GCE tasks ………………………………………………………... 96 vii ACKNOWLEDGMENTS I would like to express my deepest gratitude to my mum and dad, who always supported me financially during my studies and also enabled me to do the research for this paper in beautiful Vancouver. I also thank them for believing in me and my ideas. Secondly, my thanks go to my friends and particularly my boyfriend, who always listened to me when I complained about stress and other accompanying ―side effects‖ of studies and work. Finally, I wish to express my thanks to Ao. Univ.-Prof. Christiane Dalton-Puffer for her excellent support. viii INTRODUCTION If we take a look at our everyday life, we could assume that we are all global citizens. If in the context of Austria, for instance, we compiled a list of all objects of everyday use we use on a daily basis we would show ourselves to be real citizens of the world. Our sleepy mornings are made more bearable with coffee from Colombia and a croissant from France, our way to work is accelerated with a car from Germany, our tasks in the office are facilitated through the use of a computer from Japan, our company‘s capital grows on the Swiss account, our break is brightened up with food from Italy, our dinner at the Greek restaurant is more elegant
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