Skip to main content
SpringerLink
Log in
Book cover

The Globalisation of Higher Education pp 345–361Cite as

Palgrave Macmillan

The Shine and Shadow of Global Citizenship: Insights from Teacher Education in Remote Indigenous Communities in Australia

  • Chapter
  • First Online:

  • 970 Accesses

Abstract

Discourses of global citizenship are increasingly embedded in the education policies of higher education institutions in Australia. Programmes that involve students working in culturally diverse communities are seen as pivotal to producing graduates who are ethical and productive global citizens. In this chapter, we focus on a global experience programme based at a metropolitan university in Australia where pre-service teachers (PSTs) undertake placements in remote Indigenous communities in the Northern Territory. We draw on data from interviews with PSTs that centred on their motivations for participating in the programme and their subsequent reflections. Utilizing postcolonial scholarship to examine this data, we highlight the “shine” and “shadow” of global citizenship education as PSTs make meaning of their experiences and position themselves as becoming-teachers.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   89.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   119.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Notes

  1. 1.

    Some of the PSTs were interviewed in small focus groups, and three were interviewed individually. Interviews were semistructured and were between 30 and 90 minutes in duration.

  2. 2.

    Names of participants have been replaced with pseudonyms.

References

  • Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice—A Development Education Review, 3(Autumn), 40–51.

    Google Scholar 

  • Andreotti, V. (2015). Global citizenship education otherwise: Pedagogical and theoretical insights. In A. A. Abdi, L. Shultz, & T. Pillay (Eds.), Decolonizing global citizenship education (pp. 221–229). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Australian Curriculum, Assessment and Reporting Authority (ACARA). (2016). Australian curriculum: Cross curriculum priorities [Version 8.3]. Retrieved from http://www.australiancurriculum.edu.au/crosscurriculumpriorities/aboriginal-and-torres-strait-islander-histories-and-cultures/overview.

  • Australian Institute of Teaching and School Leadership. (n.d.). Australian professional standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list.

  • Bhabha, H. K. (1994). The location of culture. London, England: Routledge.

    Google Scholar 

  • Biesta, G. (2014). The beautiful risk of education. Boulder, CO: Paradigm Publishers.

    Google Scholar 

  • Cammarota, J. (2011). Blindsided by the Avatar: White saviors and allies out of Hollywood and in education. The Review of Education, Pedagogy, and Cultural Studies, 33, 242–259.

    Article  Google Scholar 

  • Falk, R. A. (1993). The making of global citizenship. In J. Brecher, J. B. Childs, & J. Cutler (Eds.), Global visions: Beyond the new world order (pp. 39–50). Boston, IL: South End Press.

    Google Scholar 

  • Falk, R. A. (1997). Resisting ‘globalisation-from-above’ through ‘globalisation-from-below’. New Political Economy, 2(1), 17–24.

    Article  Google Scholar 

  • Fanon, F. (1952). Black skin, white masks. London, England: Pluto Press.

    Google Scholar 

  • Gannon, S. (2010). Service learning as a third space in pre-service teacher education. Issues in Educational Research, 20(1), Special Edition on service learning. Australia: University of Western Sydney.

    Google Scholar 

  • Gerzon, M. (2010). American citizen, global citizen. Boulder, CO: Spirit Scope Publishing.

    Google Scholar 

  • Giroux, H. (2003). Public pedagogy and the politics of resistance: Notes on a critical theory of educational struggle. Educational Philosophy and Theory, 35(1), 5.

    Article  Google Scholar 

  • Hartung, C. (2015). Global citizenship incorporated: Competing responsibilities in the education of global citizens. Discourse: Studies in the Cultural Politics of Education. https://doi.org/10.1080/01596306.2015.1104849.

    Google Scholar 

  • Kapoor, I. (2004). Hyper-self-reflexive development? Spivak on representing the Third World ‘Other’. Third World Quarterly, 4(25), 627–647.

    Article  Google Scholar 

  • Kowal, E. (2015). Trapped in the gap: Doing good in Indigenous Australia. New York, NY and Oxford, England: Berghahn Books.

    Google Scholar 

  • Ladson-Billings, G. (2006). It’s not the culture of poverty, it’s the poverty of culture: The problem with teacher education. Anthropology and Education Quarterly, 37(2), 104–109.

    Article  Google Scholar 

  • Marble, S. (2012). Becoming-teacher: Encounters with the other in teacher education. Discourse: Studies in the Cultural Politics of Education, 33(1), 21–31.

    Google Scholar 

  • Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA). (2008). The Melbourne declaration on educational goals for young Australians. Carlton South, VIC, Australia: MCEETYA.

    Google Scholar 

  • Nakata, M. (2011). Pathways for Indigenous education in the Australian curriculum framework. The Australian Journal of Indigenous Education, 40, 1–8. https://doi.org/10.1375/ajie.40.1.

    Article  Google Scholar 

  • Oxley, L., & Morris, P. (2013). Global citizenship: A typology of distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301–325.

    Article  Google Scholar 

  • Richardson, G. (2008). Conflicting imaginaries: Global citizenship education in Canada as a site of contestation. In M. Peters, A. Britton, & H. Blee (Eds.), Global citizenship education: Philosophy, theory and pedagogy (pp. 115–131). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Ritchie, J. (2012). Titiro whakamuri, hoki whakamua: Respectful integration Māori perspectives within early childhood environmental education. Canadian Journal of Environmental Education, 17, 62–79.

    Google Scholar 

  • Ryan, M., & Healy, A. (2009). It’s not all about school: Ways of disrupting pre-service teachers’ perceptions of pedagogy and communication. Teaching and Teacher Education, 25, 424–429.

    Article  Google Scholar 

  • Said, E. (1978). Orientalism. London, England: Penguin.

    Google Scholar 

  • Schattle, H. (2008). Education for global citizenship: Illustrations of ideological pluralism and adaptation. Journal of Political Ideologies, 13(1), 73–94.

    Article  Google Scholar 

  • Shukla, N. (2009). Power, discourse, and learning global citizenship: A case study of international NGOs and a grassroots movement in the Narmada Valley, India. Education, Citizenship and Social Justice, 4(1), 133–147.

    Article  Google Scholar 

  • Shultz, L. (2011). Engaging the multiple discourses of global citizenship education within a Canadian university: Deliberation, contestation, and social justice possibilities. In L. Shultz, A. A. Abdi, & G. H. Richardson (Eds.), Global citizenship education in post-secondary institutions: Theories, practices, policies (pp. 13–24). New York, NY: Peter Lang.

    Chapter  Google Scholar 

  • Spivak, G. (1988). Can the subaltern speak? In C. Nelson & L. Grossberg (Eds.), Marxism and the interpretation of culture (pp. 271–313). Chicago, IL: University of Illinois Press.

    Google Scholar 

  • Spivak, G. (1990). The post-colonial critic: Interviews, strategies, dialogues. New York, NY and London, England: Routledge.

    Google Scholar 

  • Spivak, G. (1999). Imperatives to re-imagine the planet. Vienna: Pasagem.

    Google Scholar 

  • Swanson, D. M. (2015). Ubuntu, indigeneity, and an ethic for decolonizing global citizenship. In A. A. Abdi, L. Shultz, & T. Pillay (Eds.), Decolonizing global citizenship education (pp. 27–38). Rotterdam, The Netherlands: Sense Publishers.

    Google Scholar 

  • Veugelers, W. (2011). The moral and the political in global citizenship: Appreciating differences in education. Globalisation, Societies and Education, 9(3–4), 473–485.

    Article  Google Scholar 

Download references

Acknowledgements

The authors wish to thank the Indigenous communities involved in the NTGEP, the interview participants who were open and generous with their time, the NTGEP research team, Dr Glenn Auld and Dr Claire Charles, and Dr Gary Levy and Mr Sebastian Broadbent for their useful edits and suggestions on earlier iterations of this chapter.

Author information

Authors and Affiliations

  1. Deakin University, Burwood, VIC, Australia

    Julie Dyer

  2. University of Otago College of Education, Dunedin, New Zealand

    Catherine Hartung

Authors
  1. Julie Dyer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Catherine Hartung
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Julie Dyer .

Editor information

Editors and Affiliations

  1. School of Business, Western Sydney University, Penrith, New South Wales, Australia

    Timothy Hall

  2. School of Education, Western Sydney University, Penrith, New South Wales, Australia

    Tonia Gray

  3. Department of Anthropology, Macquarie University, Sydney, New South Wales, Australia

    Greg Downey

  4. School of Education, Western Sydney University, Penrith, New South Wales, Australia

    Michael Singh

Rights and permissions

Reprints and permissions

Copyright information

© 2018 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Dyer, J., Hartung, C. (2018). The Shine and Shadow of Global Citizenship: Insights from Teacher Education in Remote Indigenous Communities in Australia. In: Hall, T., Gray, T., Downey, G., Singh, M. (eds) The Globalisation of Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74579-4_21

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-74579-4_21

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-319-74578-7

  • Online ISBN: 978-3-319-74579-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation