Global Citizen Formation: Global Citizenship Education in Higher Education (Governance and Citizenship in Asia)

This book explains the rationale of the changes and challenges of Taiwanese citizenship which emphasizes the various identities in the global and multicultural era. It explores the evolving relationship between the social movements, citizenship, the education of citizens and the young peoples' viewpoints, asking how citizenship has been conceptualised in a dramatic transformation age. How has the curriculum and pedagogy designed to fit the global changes for cultivating young generations with rights and responsibilities to interpret in and adapt for the competence of citizenship? And what outcomes and attainments had the Taiwan's undergraduates' knowledge, attitudes and practices of competency on citizenship? Foreword I A Research Program for Global Citizenship Education and the Responsibilities of the University References Foreword II Preface I. The Significance and Paradox of Global Citizenship II. Challenges to Global Citizenship Education III. Objectives of This Book IV. Propositions of This Book (I) Proposition 1: The Development of Citizenship (II) Proposition 2: Citizenship in the Context of Globalization (III) Proposition 3: The Implement of Global Citizenship (IV) Proposition 4: The Influence of Higher Education (V) Proposition 5: The Individual Experience in Global Citizenship Chapter 1: Introduction: The Complexity of Global Citizenship Chapter 2: Cross Boundary and Learning Reflection: An Analysis of Crossing the Borders of Citizenship in a Global Society Chapter 3: Cultivating Multifaceted Citizenship by Curriculum Development and Practice in the Community University Chapter 4: Global Citizenship Education and Its Pedagogical Practices Chapter 5: Opportunities and Challenges: A Study of Undergraduates’ Experiences of Becoming Global Citizens Chapter 6: Teachers’ Perspectives on Student Competency in Global Citizenship Chapter 7: Undergraduates’ Self-Evaluation of Global Citizenship Competency: Analysis by Structural Equation Modeling Chapter 8: Conclusion: Global Citizen Formation as a Practical Approach to Assuring a Peaceful Future References Acknowledgments Contents 1 Introduction: The Complexity of Global Citizenship 1.1 Social Movements, Citizenship, and Globalization 1.2 Transformation in Citizenship 1.3 Multiple Dimensions of Citizenship 1.3.1 Liberalism as a Foundation of Citizenship 1.3.2 The Citizen’s Individual and Collective Social Roles 1.3.3 The Citizen’s National Identity in Global Era 1.3.4 The Citizen’s Awareness of Consumption Society 1.4 East Asian and Taiwanese Higher Education Responds to Globalization 1.5 Global Citizenship Education and the Vision for the Future References 2 Crossing Boundaries and Self Reflections: Public Roles and Private Choices on Citizenship in a Global Society 2.1 Dilemma in Public Roles and Personal Choices for Citizen 2.2 Technology and Information Monopolizes Society 2.3 Restriction in National Governance 2.4 Emergence of Life Politics to Resist Control 2.4.1 Resist to Technology-Based Supervision 2.4.2 Struggle for Self-Identity 2.4.3 Reflexivity as a Capacity to Shape Self-Identity 2.5 Integration of Public and Private Livelihood to Foster Citizenship References 3 Cultivating Multifaceted Citizenship by Curriculum Development and Practice in the Community University 3.1 Lifelong Learning for Citizenship in the Global Society 3.2 Dimensions and Transformation of Citizenship 3.2.1 Transformation in Citizenship Spheres 3.2.2 Multiple Citizenship Development for Globalization 3.3 Methods and Analysis 3.3.1 Backgrounds of Community University 3.3.2 Courses in Each Community University 3.3.3 Content Analysis 3.4 Distribution and Variation of Global Citizenship 3.4.1 Distribution of Each Analysis Items 3.4.2 Distribution in Private and Public Spheres 3.4.3 Correspondence Analysis of Citizenship Development 3.4.4 Analysis and Meanings in Each Community University 3.5 Multiple Patterns for Developing Global Citizenship References 4 Global Citizenship Education and Its Pedagogical Practices 4.1 Global Citizenship as Reaction Toward the Risk Society 4.2 Global Citizen as an Agency 4.3 Features and Dimensions of Global Citizenship 4.3.1 Transformation of Citizenship at the National and Global Levels 4.3.2 Learning Framework for Global Citizenship 4.4 Experiential Learning for Global Citizenship Education 4.4.1 Development of Critical Experience 4.4.2 Internalize Reflective Experience 4.4.3 Preparation for Vocational Experience 4.4.4 Multiple Alternatives in Lifestyle Experience 4.4.5 Practice Reflexive Learning 4.5 Teaching and Learning Practice for Global Citizenship 4.6 Capacity and Reflection for Action in Real World References 5 Opportunities and Challenges: A Study of Undergraduates’ Experiences of Becoming Global Citizens 5.1 Student’s Global Mobility and New Education Agenda 5.2 College Students for Global Mobility 5.3 Backgrounds of Respondents 5.4 Implications and Lessons designed for Students Global Mobility 5.4.1 Students Global Mobility and Awareness of Global Citizens 5.4.2 Enforcement of Students Mobility 5.5 Bring the Reality of Other Cultures into the Classroom References 6 Teachers’ Perspectives on Student Competency in Global Citizenship 6.1 Global Governance in Multiple Relations 6.2 University as a Site for Global Citizenship 6.2.1 Students’ Global Mobility and Forming Global Citizens 6.2.2 Undergraduates Requiring Global Literacy 6.2.3 Significance in Evaluation of Teachers’ Viewpoints of Global Citizenship 6.3 Response of Higher Education: Thought and Practice on Global Citizenship Literacy 6.3.1 Teaching as Fundamental Approaches to Cultivate Global Citizens 6.4 Methods and Data Collection 6.4.1 Research Framework 6.4.2 Development of Research Instrument 6.4.3 Reliability and Validity 6.4.4 Sample Analysis and Statistical Analysis Strategies 6.5 Findings and Discussion 6.5.1 Mean of Undergraduates’ Competency in Global Citizenship 6.5.2 Importance and Performance Analysis of Undergraduates’ Global Citizenship 6.5.3 Cluster Analysis of Teachers’ Opinion of the Importance and Performance of Global Citizenship Literacy 6.5.4 Encountering Changes and Challenges of Global Citizenship Literacy 6.6 Empower Teachers’ Teaching in Global Citizenship 6.6.1 Support for Teaching to Increase Performance 6.6.2 Encouraging the Development of Teacher’s Worldviews References 7 Undergraduates Self-Evaluation of Global Citizenship Competency 7.1 Student’s Engagement on Global Issues 7.2 Empirical Discovery on Undergraduate’s Opinions 7.2.1 Hypothesis 7.2.2 Survey Instrument and Definition of the Variables 7.2.3 Sampling Design and Questionnaire Returns Rate 7.2.4 Reliability and Validity 7.2.5 Representative Samples 7.2.6 Statistical Analysis Strategy 7.3 Student’s Performance and Shortage on Global Citizenship 7.3.1 Descriptive Statistical Analysis 7.3.2 Estimation of Goodness-of-Fit for the Measurement Model 7.3.3 The Structural Equation Model 7.3.4 College Students’ Self-Evaluation of Their Global Citizenship Knowledge, Affection, and Action 7.4 Conclusions and Suggestions 7.4.1 Students Lack Awareness in Global Issues and All Latent Variables Have an Influential Effect 7.4.2 Enriching the Connection from the Local to the Global as Solution References 8 Conclusion: Global Citizen Formation as a Practical Approach to Ensure a Sustainable Development for the Future 8.1 A Complex of Global Problems and Challenges 8.2 Debates on Future Development and Learning Engagement 8.3 Promoting Student’s Awareness on Global Citizenship 8.4 Goals and Competences of Global Citizenship 8.5 Prospect for Future in a Global Society References