Global Citizenship
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10 Officers of the University 2003-04
FACT BOOK 2003-04 Office of the Provost Institutional Research PREFACE May 2004 This is the sixteenth annual edition of the Seton Hall University FACT BOOK. It is intended to serve the routine statistical and informational needs of faculty, administration, staff, and alumni. The Office of Institutional Research has attempted to offer relevant information on the principal characteristics and strengths of Seton Hall University. In all areas, we have attempted to gather the current and most accurate data available. Please notify the Office of Institutional Research if you are aware of any factual errors. You are encouraged to offer comments and suggestions for improvement of future editions and the expansion of reporting areas. Appreciation is extended to the many offices that have assisted in the research necessary for compiling this FACT BOOK. Mel J. Shay Connie L. Beale Provost and Director of Quantitative Analysis Executive Vice President for Academic Affairs Office of Institutional Research TABLE OF CONTENTS THE UNIVERSITY MISSION STATEMENT.........................................................................................................................3 SESQUICENTENNIAL VISION STATEMENT ............................................................................................3 BRIEF HISTORY .................................................................................................................................4 HISTORICAL MILESTONES ..................................................................................................................5 -
SETON HALL Ftniversity ^ R **• " SCHOOL of Dlplomact and INTERNATIONAL RELATIONS
r t SETON HALL fTNIVERSITY ^ r **• " SCHOOL OF DlPLOMACt AND INTERNATIONAL RELATIONS His Excellency Kofi Annan Secretary-General of the United Nations Monday, February 5, 2001 • South Orange, New Jersey SETON HALlMNIVERSITY SCHOOL OF DIPLOMACY AND INTERNATIONAL RELATIONS His Excellency Kofi Annan Secretary-General of the United Nations Monday, February 5, 2001 • South Orange, New Jersey SCHOOL OF DIPLOMACY <S: INTERNATIONAL RELATIONS SETON HALL UNIVERSITY SETON HALL UNIVERSITY Honorary Degree Presentation and Address His Excellency Kofi Annan Secretary-General of the United Nations Monday, February 5, 2001 Seton Hall University Seton Hall University was founded in 1856 by Bishop James Roosevelt Bayley, the first bishop of Newark, who named it after his aunt, Mother Elizabeth Ann Seton, a pioneer in Catholic education and the first American-born saint. It is the oldest diocesan university in the United States. The University is made up of nine schools and colleges: • The College of Arts and Sciences, • The Stillman School of Business, • The School of Diplomacy and International Relations, • The College of Education and Human Services, • The School of Law, • The School of Graduate Medical Education, • The College of Nursing, • The Immaculate Conception Seminary School of Theology and • University College. The University has made a major commitment to information technology to improve systems and services and wire classrooms, residence halls and public spaces. In 1999 Se- ton Hall University was named the 16th most wired university in the U.S. and the top- ranked wired Catholic university by Yahoo! Internet Life magazine. The University also received the prestigious EDUCAUSE Award for Campus Networking Excellence. -
Follesdal-2014-Global-Citizenship.Pdf
ANDREAS FOLLESDAL Global Citizenship Approximately as appears in Global Citizen – Challenges and Responsibility in an Interconnected World, ed Aksel Braanen Sterri, Amsterdam: Sense Publisher 2014, 71-82. Introduction Globalization describes the processes of widening and deepening relations and institutions across space.1 Increasingly, our actions and practices systematically and mutually affect others across territorial borders (Held 1995: 21). Since these processes affect our opportunities and our possible impact, globalization also affects what we ought to do – as ‘global citizens’. This paper explores some of the implications for our conceptions of citizenship beyond the state. In particular, these processes affect assertions about what our institutions should enable us to do, as citizens of multiple political units. I present a number of arguments to support the view that individuals should be able to exercise some democratic voting rights and some human rights vis-à-vis governance structures above the nation state under our conditions of globalization. After a brief overview including a historical backdrop, section 2 sketches some components of global citizenship, and section 3 considers several objections to this notion. I start from the normative premise that human beings are rights-deserving subjects of equal moral worth. I then ask: what are the appropriate normative answers to globalization? Globalization challenges perceived obligations of states, citizenship and non-state/private actors such as NGOs and corporations, and gives rise to normative and institutional solutions of a varied kind. In particular, what are the implications for our conceptions of citizenship beyond the state? 1 Globalization and normative cosmopolitanism Global citizenship invokes the notion of citizenship. -
Seton Hall Magazine, Winter 2000
Winter 2000 University Magazine Departments Newsworthy . 2 Focus on Administration . 6 Honor Roll 1998-99 . 8 “Musings on the Millennium” Sports . 32 12 “It’s going to be great to be part of the future!” predicts Alumni News and Notes . 36 Agnes Hooper Gottlieb ’75, Ph.D. In this special section of essays, she sets the pace for fellow members of the Seton Hall family who, as the final seconds tick away on Endpaper . 44 the 20th century, take educated guesses about what we can expect in the third millennium. Calendar . insert SWinter 2000 e ton HUniversity Magazinae for Alumnlli and Friends Photographers Volume 9, No. 2 Winter 2000 John H. Shannon ’75, VMi.cBe.AP.re’7s7id/Je.nDt.f’o8r2 University Affairs Bill Blanchard Seton Hall University Magazine Linz Photography is published by the Department of Steve Smith Public Relations and Marketing in ALissaisEta. nGtrVidiceer President for the Division of University Affairs, Alumni and University Relations Seton Hall University Magazine Seton Hall University. is published in cooperation with the Send your comments and Alumni Magazine Consortium. ESdhiatonrn-ionn-CRhoiesfsman Allen suggestions to: Seton Hall University Magazine EKdimitobreiarlyACssaisptaadnot na ’98 Department of Public Relations and Marketing Contributors Seton Hall University 457 Centre Street Jeff Andriesse South Orange, NJ 07079-2691 Jennifer Barracato ’98 (973) 378-9834 Peg Hefferan Margaret M. Horsfield Very Reverend Thomas R. Nancy Masterson-Newkirk Molly McDonough ’96 CPehtaenrscoenllo, rO.P. Laurie Pine Monsignor Robert Sheeran ’67 PMroenssidigennot r Robert Sheeran ’67 Marie Wozniak SHU 250 – 69M-99 Newsworthy School of Diplomacy hosts from Seton Hall, and gave two international an address to the University community on microcredits figures and other women’s issues she advances in her The president of Cyprus UNESCO work. -
Cosmopolitanism and Global Citizenship
Review of International Studies (2003), 29, 3–17 Copyright © British International Studies Association DOI: 10.1017/S0260210503000019 Cosmopolitanism and global citizenship BHIKHU PAREKH* Abstract. The author argues that we have obligations to our fellow citizens as well as to those outside our community. Since these obligations can conflict and since neither automatically trumps the other, the author provides the general principles needed to resolve the conflict. While rejecting the notion of global citizenship, he argues for a globally oriented national citizenship and spells out its political and institutional implications. A few years ago when Richard Goldstone was appointed Chief Prosecutor for the Yugoslav and Rwanda war crimes tribunals, he ran into Edward Heath, ex-British Prime Minister. Goldstone told him about his new job whereupon Heath asked him why he had accepted ‘such a ridiculous job’. When the surprised Goldstone tried to explain the importance of bringing war criminals to justice, Heath rejoined that if people wanted to murder one another, it was none of his business as long as they did so in their own country. Goldstone found later that Heath was candidly stating what many leading Western politicians were saying in private.1 When a group of leading American activists lambasted the chief executive of a well-known multinational corporation for paying low wages to his employees in developing countries and bribing and coercing their governments, he rejoined that his sole duty was to his shareholders, that alleviating the poverty in developing countries was not his business but that of the leaders of the country involved, that no Western country had ever depended on external help, and that it was about time developing countries stopped blackmailing the West. -
Global Governance and the Construction of World Citizenship: a Contemporary Perspective
GLOBAL GOVERNANCE AND THE CONSTRUCTION OF WORLD CITIZENSHIP: A CONTEMPORARY PERSPECTIVE By, Dr. R. Shashi Kumar Reader Department of Economics Bangalore University Bangalore—560 056 Karnataka State India CONTENTS PART I GLOBAL GOVERNANCE 1.1. INTRODUCTION 1.2. PAPER DESIGN 1.3. GLOBAL GOVERNANCE: 1.3.1. Meaning PART II GLOBAL GOVERNANCE AND WORLD CITIZENSHIP 2.1. THE NEW GLOBAL AGENDA 2.1.1. Governance and Knowledge Management 2.1.2. Regionalism 2.1.3. Informal Multi-lateralism 2.1.4. State and Governance: The Question of Sovereignty 2.2. THE UN AND FUTURE OF GLOBAL GOVERNANCE 2.3. GLOBAL CITIZENSHIP: A NEW PARADIGM OF RIGHTS, RESPONSIBILITIES AND AUTHORITY PART III A UNIFIED CIVIL SOCIETY 3.1. GLOBAL GOVERNANCE AND CIVIL SOCIETY 3.2. PROBLEMS OF GLOBAL GOVERNANCE 3.3. MEASURES TO IMPROVE GLOBAL GOVERNANCE 3.4. CONCLUSION REFERENCE GLOBAL GOVERNANCE AND THE CONSTRUCTION OF WORLD CITIZENSHIP: A CONTEMPORARY PERSPECTIVE Key Words: Globalization, Integration, International Organizations, Knowledge Management. “Civil society has a certain view of government. Government has a certain view of civil society. Unless you actually start working together, you don’t really realize your relative strengths.” -Kofi Annan PART I GLOBAL GOVERNANCE 1.1. INTRODUCTION The international community today faces enormous challenges in dealing with economic governance--challenges related to the growing interdependence of economies and civil society, the continued impoverishment of much of the world and the unused human potential that entails, and the increased realization of the threats to the environment and thus to planetary survival. While the world has become much more highly integrated economically, the mechanisms for managing the system in a stable, sustainable way have lagged behind. -
Challenges and Conceptions of Globalization
The current issue and full text archive of this journal is available at www.emeraldinsight.com/1352-7606.htm Challenges and Challenges and conceptions conceptions of of globalization globalization An investigation into models of global change and their relationship with business practice 23 Christopher Bond Business School, University of Roehampton, London, UK, and Darren J. O’Byrne Department of Social Sciences, University of Roehampton, London, UK Abstract Purpose – This paper, which is conceptual in both nature and approach, builds on a recent contribution to the theorization of “globalization” and seeks to utilise the framework developed therein to help promote a more complex conceptual understanding of the potential implications of how business operates and responds to these challenges in a global environment. The paper aims to discuss these issues. Design/methodology/approach – The paper draws primarily on a heuristic framework developed by O’Byrne and Hensby that reviews eight models of global change. In this paper, the authors review and give consideration to the relationship between these models and business practice and contend that this relationship is far more complex than the majority of the current literature in the business and management field represents. Within the paper, the authors explore and discuss the dynamics of the eight models of “globalization” and assess the potential implications for business practice of working within these often conflicting and contradictory paradigms of “globalization”. As part of this review, the authors consider the strategic implications of “globalization” for business practice and propose a conceptual model with eight strategic options which are aligned to the eight models of global change. -
Global Citizenship and Global School-Links Perceptions from Tobago and the United Kingdom
INSTITUTE OF EDUCATION - UNIVERSITY COLLEGE LONDON Global Citizenship and Global School-Links Perceptions from Tobago and the United Kingdom Thesis Doctor in Education Yvette Allen August 2016 Declaration of originality and word count I, Yvette Allen confirm that the work presented in this thesis is my own. Where information has been derived from other sources, I confirm that this has been indicated in the thesis. The word count using Microsoft Office Word 2010, (excluding appendices and bibliography) is: 46,393 words. Signed: Yvette Allen 1 Abstract This research study focuses on Global Citizenship and its meaning, relevance and significance to pupils of Caribbean heritage. The concept of Global citizenship is explored through UK/Caribbean school-links and UK/Tobago school-links, which were initiated through the British Council’s Global School Partnerships (GSP) programme. Strategically, global school-links exposed pupils to a global dimension, promoted the concept of global citizenship and the development of knowledge and skills to thrive within our ‘global village’. As an unstoppable phenomenon, globalization has impacted on our lives, through increased interconnectedness and interdependency, improved intercultural awareness and greater migration and mobility. Although Globalization theory underpinned this study, Postcolonial theory provided a significant secondary lens to explore the relationship between the UK and the Caribbean, as it critiqued and dissected processes, including the legacy of colonialism and located the continuance of imperialism and imbalances of power. Qualitative methods are used to collect data from secondary-aged pupils, who attend schools in the UK and Tobago, as well as from two Senior Education Officers (Tobago). Findings indicate most respondents believe global school- links encourage the broadening of horizons and increased intercultural dialogue; however, the concept of global citizenship remains abstract and remote. -
On Global Citizenship: James Tully in Dialogue. London: Bloomsbury Academic, 2014
Tully, James. "On Global Citizenship." On Global Citizenship: James Tully in Dialogue. London: Bloomsbury Academic, 2014. 3–100. Bloomsbury Collections. Web. 30 Sep. 2021. <http:// dx.doi.org/10.5040/9781472544827.ch-001>. Downloaded from Bloomsbury Collections, www.bloomsburycollections.com, 30 September 2021, 10:32 UTC. Copyright © James Tully 2014. You may share this work for non-commercial purposes only, provided you give attribution to the copyright holder and the publisher, and provide a link to the Creative Commons licence. 1 On Global Citizenship J a m e s T u l l y 1. Introduction: Global citizenship as negotiated practices ‘Global citizenship’ has emerged as the locus of struggles on the ground and of refl ection and contestation in theory.1 Th is is scarcely surprising. Many of the central and most enduring struggles in the history of politics have taken place in and over the language of citizenship and the activities and institutions into which it is woven. One could say that the hopes and dreams and fears and xenophobia of centuries of individual and collective political actors are expressed in the overlapping and confl icting histories of the uses of the language of citizenship, the forms of life in which they have been employed and the locales in which they take place. Th is motley ensemble of contested languages, activities and institutions constitutes the inherited fi eld of citizenship today.2 1 For an introduction to this broad fi eld see H. Anheier, M. Glasius, M. Kaldor and F. Holland, eds, Global Civil Society 2004–2005 , London: Sage, 2004; L. -
A Study of Global Citizenship Education in a Canadian University Lynette Shultz, University of Alberta, Canada
What Do We Ask of Global Citizenship Education? A Study of Global Citizenship Education in a Canadian University Lynette Shultz, University of Alberta, Canada Abstract This article presents findings from a study of a Canadian university that has named ‘global citizenship’ as a key educational goal. Drawing on theories of globalization, deliberative democracy, and deliberative processes including discursive closure, this study examines the multiple demands made of ‘global citizenship’ in higher education and the subsequent educational projects that are designed to meet this educational goal. The research questioned whether discursive closure was being engaged to limit ‘global citizenship’ to a modernity project where, as the literature suggested, (neo) liberalism and universalism ultimately served to make the world the un-gated playground of the elite where they might work, play, and consume without national or local political and cultural restrictions. In contrast, we wondered whether these policy openings might also be reflections of shifts in practices toward justice, equity, and inclusion with considerations of the historical and cultural histories and legacies of international relations of colonialism and imperialism. Using deliberative dialogue as a data collection method, the researchers were able to surface educators’ multiple understandings of global citizenship as well as possible discursive closure and/or emerging social justice in the courses, projects, and policies of this institution. Keywords: globalisation, global citizenship, deliberative democracy, higher education, cosmopolitanism, education policy, social justice Introduction Universities have always played an important role in creating public space, those places where citizens meet and discuss issues of community importance and where opinions are formed that will impact immediate and long-term decisions (Habermas, 1992). -
Citi, Global Citizenship Report. 2017
Global Citizenship Report 2017 A firm of our size and scale achieves great and big things when we put our mind to it — but my colleagues also positively impact the lives of many in small but meaningful ways each day. The ways we help make our communities stronger, provide opportunities to those who need support, protect our environment and celebrate diversity are the truest reflection of our values and the progress we enable around the world. Michael L. Corbat, Chief Executive Officer, Citigroup Inc. About This Report This report illustrates how we bring our mission to life through In this report, for the first time, we have included an index our business; it covers our corporate citizenship activities and showing where report content is specifically aligned to the performance for calendar year 2017. We have focused our recommendations of the G20 Financial Stability Board’s reporting on issues we determined to be of greatest impor- Task Force on Climate-related Financial Disclosures (TCFD). tance through a materiality assessment completed in 2017. Finally, this report supplements information published in our This report has been prepared in accordance with the 2017 Annual Report. Global Reporting Initiative (GRI) Standards: Core option. In addition, we used the United Nations (UN) Global Compact All reporting and performance data are limited to information for and the UN Guiding Principles on Business and Human Rights the owned and operated facilities of Citigroup Inc. and its subsid- frameworks to guide our reporting. (See related indexes). iaries, unless stated otherwise. Additional information about Citi can be found on our website. -
Measuring Global Citizenship Education a Collection of Practices and Tools
APRIL 2 0 1 7 Measuring Global Citizenship Education A Collection of Practices and Tools APRIL 2 0 1 7 Measuring Global Citizenship Education A Collection of Practices and Tools ii Measuring Global Citizenship Education Acknowledgments This catalog was produced by a working group of 88 people convened by the Center for Universal Education at the Brookings Institution, the United Nations Educational, Scientific, and Cultural Organization (UNESCO), and the U.N. Secretary General’s Education First Initiative Youth Advocacy Group (GEFI-YAG). Convening agencies and lead members Center for Universal Education, Brookings Institution Kate Anderson Jasodhara Bhattacharya UNESCO Lydia Ruprecht Theophania Chavatzia Alexander Leicht U.N. Secretary General’s Education First Initiative Chernor Bah Youth Advocacy Group Esther MacFarlane David Crone Working group members Note: The working group contributed to the drafting of this report but the final content is ultimately the responsibility of CUE, UNESCO, and GEFI-YAG. We greatly appreciate the contributions of the working group to the early phases of the project. Name Organization Region Co-chairs Ndidi Nwuneli Leadership, Effectiveness, Accountability, Africa Professionalism (LEAP) Africa, Sahel Capital & Partners, AACE Food Processing & Distribution Ltd. Kartikeya Sarabhai Center For Environmental Education (CEE) South Asia Andrés Mejía Universidad de Los Andes (Colombia) Latin America and the Caribbean Ahmad Alhendawi U.N. Secretary General’s Envoy on Youth North America Jeongmin Eom UNESCO Asia-Pacific