ABSTRACT

Global citizenship education is full of contradictions and tensions. Neither the global nor citizenship are neutral concepts, and both come with long histories of violence, oppression and exclusion. While global citizenship education has often been discussed from a policy- or institution-level perspective, it is necessary to examine closely the practices that bring this concept to life at the course and individual instructor level, as well as beyond the classroom. In this article, I provide a first-person, first-hand analysis of the shortcomings of implementing global citizenship education in universities through the practice of internationalisation at home (IaH). I analyse a campus environment where US and international students lived and learned together, until they were separated by the COVID-19 pandemic, which brought a new perspective to the (im)possibilities of global citizenship within higher education. In doing so, I search for a pedagogy of dwelling or inhabiting as a possible way of enacting Global Citizenship Education.

摘要

全球公民教育充满矛盾和紧张。全球和公民都不是中立的概念，两者都具有悠久的暴力、压迫和排斥历史。虽然经常从政策或机构层面讨论全球公民教育，但有必要仔细研究在课程和个人教师层面以及课堂之外将这一概念变为现实的实践。在本文中，我对通过国内国际化实践（IaH）在大学实施全球公民教育的弊端进行第一人称、第一手分析。我分析了美国和国际学生一起生活和学习的校园环境，直到他们被 COVID-19 大流行分开，这为高等教育中全球公民的（不可能）可能性带来了新的视角。在这样做的过程中，我寻找一种居住或居住的教学法，作为实施全球公民教育的一种可能方式。