ABSTRACT

This paper explores the progressive possibilities of global citizenship education (GCE) and higher education internationalisation in the current milieu that is defined by the interwoven dominance of globalisation, neoliberalism, and English. Since current trends augur shifts in higher education internationalisation growth to nonWestern and nonAnglophone countries, the study focuses on a university in Japan where both GCE and internationalisation are explicitly promoted. Taking an approach based in critical educational studies and guided by scholarship on contemporary citizen formation, it investigates the complex interplay of agency and structure through student self-narratives regarding their own global citizen identity development. The paper argues that over time these students (re)constructed meanings and identities around the concept of global citizenship through myriad pathways in a multidirectional feedback loop that interconnected their self-identity, feelings, aspirations/desires, imaginations, actions, and experiences. After revealing specific factors that limited and facilitated this process of self-formation, and highlighting the paramount role of imagination, the paper concludes by asserting the viability of realizing global community and global citizenship through strategically targeted educational initiatives. This work provides both pragmatic guidance and reasoned optimism for scholars, policymakers, and practitioners who champion the projects of critical global citizenship education and critical higher education internationalisation.

摘要

本文探讨了全球公民教育 (GCE) 和高等教育国际化在当前环境中的进步可能性，当前环境由全球化、新自由主义和英语的交织主导地位所定义。由于当前趋势预示着高等教育国际化增长将转向非西方和非英语国家，因此该研究重点关注日本的一所大学，该大学明确促进了 GCE 和国际化。采用基于批判性教育研究的方法，并以当代公民形成的学术为指导，它通过学生关于他们自己的全球公民身份发展的自我叙述来研究机构和结构的复杂相互作用。该论文认为，随着时间的推移，这些学生通过多向反馈循环中的无数途径，围绕全球公民的概念（重新）构建了意义和身份，这些路径将他们的自我认同、感受、愿望/愿望、想象、行动和经历相互关联。在揭示了限制和促进这一自我形成过程的具体因素，并强调了想象力的最重要作用之后，本文最后断言通过有战略针对性的教育举措实现全球社区和全球公民的可行性。这项工作为支持批判性全球公民教育和批判性高等教育国际化项目的学者、政策制定者和从业者提供了务实的指导和理性的乐观。