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The Emergent Global Citizen: Cultivating Global Citizenship

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The Emergent Global Citizen: Cultivating Global Citizenship THE EMERGENT GLOBAL CITIZEN: CULTIVATING GLOBAL CITIZENSHIP IDENTITY AND ENGAGEMENT WITHIN SOKA EDUCATION Paul D. Sherman, B.A. (Psych.), Dip. Child Studies April 2017 This thesis is submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy. Department of Educational Research, Lancaster University, UK. This thesis was completed as part of the Doctoral Programme in Education and Social Justice. This thesis results entirely from my own work and has not been offered previously for any other degree or diploma. Signature ........................................................ Paul D. Sherman, B.A. (Psych.), Dip. Child Studies The Emergent Global Citizen: Cultivating Global Citizenship Identity and Engagement Within Soka Education Doctor of Philosophy, April 2017 Abstract Current discourse on internationalization within the higher education sector has been largely fueled by pressures on colleges and universities to better prepare students for the effects of globalization. Higher education has increasingly begun to realize the importance of engaging students in global citizenship curricula to be more globally informed, prepared, responsible, and competent. This thesis presents a case study of Soka education’s philosophical and pedagogical approach to global citizenship education by examining the policies and practices of its university setting, Soka University Japan (SUJ). Past research by Stephen Reysen (Reysen & Katzarska-Miller, 2013a) provides a theoretical model for analyzing the extent to which SUJ cultivates global citizenship identity and engagement. The mixed methods approach used in this study extends the largely quantitative research methodology used by Reysen and associates by drawing on the integration of quantitative and qualitative data to enable a more complete understanding of how global citizenship is cultivated in higher education. The present research contributes important knowledge to global citizenship scholarship and practice by adding support to the value of identifying antecedents and outcomes of global citizenship identification in the implementation of global citizenship education (GCE) programs in higher education. In examining Soka education’s approach to GCE, as perceived through the varied i lenses of SUJ administrators, faculty, and students, the present research contributes to the discourse on the value of global citizenship education, and sheds light on critical approaches in higher education for cultivating and manifesting global citizenship identity and engagement. SUJ appears to robustly cultivate a global citizenship identity through its extensive curricular and co-curricular activities that focus on global awareness and understanding. Student global citizenship identity was shown to be highly influenced by SUJ’s normative environment that endorses global citizenship, and by the university’s practices in promoting global awareness. Furthermore, increased global citizenship identity was shown to strongly influence student endorsement of prosocial values and behaviour. Key findings from the study suggest that, 1) SUJ students experience global citizenship identity as an emergent process that evolves over the course of their university tenure, and continues to develop throughout their life, and 2) Soka education places considerable weight on the synergies that exist when imagining the potential impact on global social justice and wellbeing whilst actively engaged in creating value within one’s local environment. Based on the study’s findings, two key implications for educational practice are proposed. It is recommended that global citizenship education in colleges and universities integrate education about global citizenship with education for global citizenship, and that students’ global citizenship identity be strengthened through enriched institutional support for intercultural experiential learning activities. ii Contents Abstract …………………………………………………………………………. i Contents ………………………………………………………………................ iii Acknowledgements …………………………………………………………….. vii Publications derived from work on the Doctoral Programme ……………… viii List of Abbreviations …………………………………………………………... ix List of Figures …………………………………………………………………... x List of Tables …………………………………………………………................ xi Chapter 1: Introduction ……………………………………………………….. 1 1.1 Background for Undertaking the Research ……………………………. 1 1.2 The Confluence of Buddhism, Soka Education, and Global Citizenship ……………………………………………………………….. 2 1.3 Purpose of This Study …………………………………………………… 4 1.4 The Value of Global Citizenship Education in Higher Education …… 5 1.5 Research Questions ……………………………………………………… 7 1.6 Theoretical Framework for the Research ……………………………… 9 1.7 Contributions of the Research ………………………………………….. 11 1.8 Delimitations of Studying Soka Education …………………………….. 13 1.9 Personal Reflections on Researcher Motivation and Bias …………….. 14 1.10 Thesis Structure ………………………………………………………... 16 1.11 Chapter Summary ……………………………………………………… 17 Chapter 2: What is Soka Education? …………………………………………. 18 2.1 Makiguchi, Toda, and Ikeda: Architects of Soka Education …………. 18 2.2 Soka Education and Global Citizenship ……………………………….. 19 2.3 Soka Education and Value Creation ………………………………........ 20 2.4 Beauty, Gain, and Good ………………………………………………… 21 2.5 Happiness, Value Creation, and Global Citizenship ………………….. 23 2.6 Critiques of Soka ………………………………………………………… 25 2.7 Chapter Summary ………………………………………………………. 26 iii Chapter 3: Theorizing Global Citizenship ……………………………………. 27 3.1 How the Literature Conceptualizes Global Citizenship ………………. 27 3.2 The Cosmopolitanism Origins of Global Citizenship …………………. 32 3.3 Critiques of Global Citizenship ………………………………………… 36 3.4 Reysen’s Model of Global Citizenship Identity ………………………... 38 3.5 Global Citizenship Education in Higher Education …………………... 44 3.5.1 Integrating classroom and experiential learning …………………...... 46 3.5.2 Education about and for global citizenship ………………….............. 48 3.6 Soka Education's Approach to Global Citizenship ……………………. 50 3.7 Chapter Summary ……………………………………………………….. 52 Chapter 4: Methodology and Methods ……………………………………….. 54 4.1 Introduction ……………………………………………………………… 54 4.2 Ontological and Epistemological Positions …………………………….. 54 4.3 Mixed Methods …………………………………………………………... 56 4.4 Rationale for Using a Case Study Methodology ………………………. 57 4.5 Case Study Boundaries …………………………………………………. 58 4.6 Situating the Case Study: Soka University Japan …………………….. 60 4.7 Research Ethics ………………………………………………………….. 63 4.7.1 Structural considerations …………………......................................... 63 4.7.2 Insider researcher issues ………………….......................................... 64 4.7.3 Cultural and linguistic challenges …………………........................... 65 4.8 Trustworthiness of the Research …………………………….................. 66 4.9 Data Generation …………………………………………………………. 69 4.9.1 Fieldwork …………………................................................................ 69 4.9.2 Language considerations …………………......................................... 73 4.9.3 Other fieldwork data …………………............................................... 75 4.9.4 On-line survey …………………........................................................ 75 4.9.5 Triangulating data sources …………………...................................... 77 4.9.6 Recruiting survey participants …………………................................ 78 4.10 Method of Qualitative Data Analysis …………………………………. 81 4.10.1 Coding the data …………………..................................................... 82 4.10.2 Theming the data ………………….................................................. 84 4.10.2.1 Thematic network construction ………………………………….. 86 iv 4.11 Method of Quantitative Data Analysis ………………………………... 89 4.12 Chapter Summary ……………………………………………………... 90 Chapter 5: Analysis and Findings …………………………………………...... 91 5.1 Introduction ……………………………………………………………… 91 5.2 Participant Profiles ……………………………………………………… 92 5.2.1 Interview Participants ………………….............................................. 92 5.2.2 Survey Participants ………………….................................................. 93 5.3 Preface to the Analysis …………………………………………………... 94 5.4 Research Question 1 …………………………………………………….. 95 5.4.1 Global Theme #1 …………………...................................................... 96 5.4.2 How global citizenship is cultivated at SUJ …………………............. 99 5.4.3 SUJ’s founding principles ………........................................................ 100 5.4.4 Ikeda’s distinctive influence on global citizenship at SUJ ………….. 104 5.4.5 SUJ’s culture of care ……………........................................................ 107 5.4.6 Buddhism and global citizenship ……………..................................... 110 5.4.7 Global Theme #2 …………….............................................................. 111 5.4.8 Global awareness and action ……………............................................ 112 5.4.9 Language learning, travel abroad, and global awareness ……………. 114 5.4.10 Interconnectedness and global citizenship …………………………. 118 5.4.11 Analysis of survey data …………….................................................. 121 5.4.12 Finding 1 ……………........................................................................ 124 5.5 Research Question 2 ……………………………………………………... 125 5.5.1 Global Theme #3 …………………...................................................... 125 5.5.2 Analysis of Survey Data ...................................................................... 128 5.5.3 Finding 2 …………….........................................................................
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