Globalization as Continuing Colonialism – Critical Global Citizenship Education in an Unequal World

Mikander, Pia

doi:10.4119/jsse-794

Cited by 1 publication

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“…In the context of internationalization initiatives in higher education, preparing students to be global citizens is commonly presented as a goal and SA as one of the avenues for achieving this goal (Aktas et al, 2016;Larsen, 2014). There is no single definition of global citizenship; some conceptualizations foreground a neoliberal project, prioritizing the need to prepare students to succeed in the global economy (Bosio, 2021), while other approaches reinforce neo-colonial power relations-for instance, encouraging privileged students from the Global North to volunteer in the Global South and "save the world" (Andreotti, 2006;Mikander, 2016;Villarreal Sosa & Lesniewski, 2020). Discourses such as the latter position host countries as deficient and in need of students' assistance (Larsen, 2016), without considering whether students have the knowledge and skills to actually contribute positively to the host community.…”

Section: Critical Global Citizenshipmentioning

confidence: 99%

Researching language-focused study abroad through an equity lens: A research agenda

Kang

Shively

2023

Lang. Teach.

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Study abroad (SA) has long been regarded as a key component of internationalization efforts in higher education and much scholarship has investigated the practices and outcomes of SA from varied perspectives. More recently, scholars have paid growing attention to ways to increase the participation of historically marginalized students in SA, to design SA programs to meet those students’ needs, and to document their experiences abroad. Despite recent scholarship in these areas, relatively little research has employed an equity lens to address research on language-focused SA. This article puts forward language-focused SA as a possible venue to pursue equity and to provide quality education for all students, especially for historically underserved students. More specifically, we address three overarching questions: (1) What theoretical frameworks could be implemented to research SA through an equity lens?; (2) What methodological approaches could inform SA research with an equity lens?; and (3) What topics could be examined to research SA through an equity lens? Drawing on equity as a guiding principle, we discuss relevant research tasks that demonstrate specific ways to address these overarching questions in future research on language-focused SA.

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