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Educating \good\ citizens in a globalising world for the twenty-first century
What is needed to be a 'good' citizen for the twenty-first century? And how can schools and curricula address this question? This book addresses these questions and what it means to be a 'good citizen' in the twenty-first century by exploring this concept in two different, but linked, countries. China is a major international power whose citizens are in the midst of a major social and economic transformation. Australia is transforming itself into an Asian entity in multiple ways and is influenced by its major trading partner - China. Yet both rely on their education systems to facilitate and guide this transformation as both countries search for 'good' citizens. The book explores the issue of what it means to be a 'good citizen' for the 21st century at the intersection between citizenship education and moral education. The issue of what constitutes a 'good citizen' is problematic in many countries and how both countries address this issue is vitally important to understanding how societies can function effectively in an increasingly interconnected world. The book contends that citizenship education and moral education in both countries overlap on the task of how to educate for a 'good citizen'. Three key questions are the focus of this book: 1. What is a 'good citizen' in a globalizing world? 2. How can 'good citizenship' be nurtured in schools? 3. What are the implications of the concept of 'good citizen' in education, particularly the school curriculum? [Publisher website, ed].
Book
Dynamical Downscaling of Climate Simulations in the Tropics
The long‐existing double‐Intertropical Convergence Zone (ITCZ) problem in global climate models (GCMs) hampers accurate climate simulations in the tropics. Using a regional climate model (RCM) over the tropical and sub‐tropical Atlantic with a horizontal resolution of 12 km and explicit convection, we develop a bias‐corrected downscaling methodology to produce limited‐area simulations with a realistic ITCZ, despite the double ITCZ in the driving GCM. The methodology effectively removes GCM biases in the RCM boundary conditions, such as to produce more realistic large‐scale driving conditions. We show that the double‐ITCZ problem persists with conventional dynamical downscaling, but with bias‐corrected downscaling the RCM simulations yield credible ITCZ with a realistic seasonal cycle. Detailed analysis attributes the main cause of the double‐ITCZ problem of the selected GCM to the sea surface temperature bias. Compared to the GCM's AMIP simulations, RCMs with higher resolution allow explicit deep convection and enable a better simulation of tropical convection and clouds. Plain Language Summary Global climate models (GCMs) have a problem in simulating the Intertropical Convergence Zone (ITCZ), which makes it hard to accurately simulate the climate. We show that these ITCZ biases are also present in high‐resolution regional climate model (RCM) simulations, when the inaccurate GCM fields are used as boundary conditions. However, after removing these large‐scale biases from the boundary conditions, the RCM simulations show a more accurate representation of the ITCZ. We found that the main cause of the difficulties in simulating the ITCZ is related to the bias in sea surface temperatures. By using the RCM with higher resolution, we were able to get better simulations of tropical convection and clouds compared to the GCM. Key Points Downscaling of global climate model (GCM) results with RCMs in the tropics is problematic, as conventional downscaling replicates the driving model's Intertropical Convergence Zone (ITCZ) bias The bias‐corrected downscaling approach enables a credible simulation of the ITCZ in the limited‐area downscaling domain For the tested GCM, the double‐ITCZ bias is mainly attributed to the SST bias
Journal Article
\Decolonizing\ Curriculum and Pedagogy: A Comparative Review Across Disciplines and Global Higher Education Contexts
Drawing on the global interdisciplinary literature on decolonizing curriculum and pedagogy (DCP) in higher education, we critically examined the idea of decolonizing in the context of disciplines and universities around the world. Based on a critical analysis of 207 articles and book chapters published in English and centering a geopolitics of knowledge frame, we present three themes: (a) decolonizing meaning(s), (b) actualizing decolonization, and (c) challenges to actualizing, all related to DCP. We observed three major meanings of decolonization andfour ways to actualize DCP that were associated with geographical, disciplinary, institutional, and/or stakeholde contexts. We argue that while there are similarities within the literature, ultimately the meanings, actualizations, and challenges of DCP are contextual, which has political and epistemological consequences. We end by offering directions for education research on DCP, revealing the possibilityfor afiel or discipline of decolonial studies.
Journal Article
Higher education contributing to local, national, and global development
Higher education offers the potential to support glonacal (global, national, and local) development. This study presents new empirical and conceptual insights into the ways in which higher education can help to achieve and exceed the outcomes enshrined in the Sustainable Development Goals. Open-ended online surveys were used to learn how academics in Georgia and Kazakhstan view the contributions of universities to addressing self-identified development challenges; and how universities work with the government and the private sector for realising their glonacal development potential. While the study provides ample evidence on the national manifestations of the developmental role of universities, it also shows that limited academic freedom and institutional autonomy impede the full realisation of the potential of higher education. The assumptions underpinning the academics’ views on how higher education can support development are discussed in the light of an innovative framework of essentialist and anti-essentialist approaches. Juxtaposing the national with the global development missions of universities, the paper raises questions on the possibility of delinking higher education from the immediate human capital and modernisation needs of the nation-state and becoming concerned with the global, on promoting freedom to cultivate intellectual curiosity through education and research, and stimulating a more holistic imaginary of the developmental purposes of higher education.
Journal Article
Space and scale in higher education: the glonacal agency heuristic revisited
The 2002 ‘glonacal’ paper described higher education as a multi-scalar sector where individual and institutional agents have open possibilities and causation flows from any of the interacting local, national and global scales. None have permanent primacy: global activity is growing; the nation-state is crucial in policy, regulation and funding; and like the other scales, the local scale in higher education and knowledge is continually being remade and newly invented. The glonacal paper has been widely used in higher education studies, though single-scale nation-bound methods still have a strong hold. Drawing on insights from human geography and selected empirical studies, the present paper builds on the glonacal paper in a larger theorization of space and scale. It describes how material elements, imagination and social practices interact in making space, which is the sphere of social relations; it discusses multiplicity in higher education space and sameness/different tensions; and it takes further the investigation of one kind of constructed space in higher education, its heterogenous scales (national, local, regional, global etc.). The paper reviews the intersections between scales, especially between national and global, the ever-changing ordering of scales, and how agents in higher education mix and match scales. It also critiques ideas of fixed scalar primacy such as methodological nationalism and methodological globalism—influential in studies of higher education but radically limiting of what can be imagined and practised. Ideas matter. The single-scale visions and scale-driven universals must be cleared away to bring a fuller geography of higher education to life.
Journal Article
Global Perspectives on Resilience in Children and Youth
Global concerns about the consequences of disasters, political violence, disease, malnutrition, maltreatment, and other threats to human development and well-being have sparked a surge of international interest in resilience science. This article highlights progress and issues in research that aims to understand variations in human adaptation to adverse experiences. Two key questions are considered: Why is a new wave of global research on resilience important for developmental science? and Why is developmental science important for global resilience? The conclusion calls for developmental scientists to engage in international efforts to promote resilience.
Journal Article
The future of value in digitalised higher education
Universities around the world are increasingly digitalising all of their operations, with the current COVID-19 pandemic speeding up otherwise steady developments. This article focuses on the political economy of higher education (HE) digitalisation and suggests a new research programme. I foreground three principal arguments, which are empirically, theoretically, and politically crucial for HE scholars. First, most literature is examining the impacts of digitalisation on the HE sector and its subjects alone. I argue that current changes in digitalising HE cannot be studied in isolation from broader changes in the global economy. Specifically, HE digitalisation is embedded in the expansion of the digital economy, which is marked by new forms of value extraction and rentiership. Second, the emerging research on the intersection of marketisation and digitalisation in HE seems to follow the theories of marketisation qua production and commodification. I argue that we need theories with better explanatory power in analysing the current digitalisation dynamics. I propose to move from commodification to assetisation, and from prices to rents. Finally, universities are digitalising in the time when the practice is superseding policy, and there is no regulation beyond the question of data privacy. However, digital data property is already a reality, governed by ‘terms of use’, and protected by the intellectual property rights regime. The current pandemic has led to ‘emergency pedagogy’, which has intensified overall digitalisation in the sector and is bypassing concerns of data value redistribution. I argue that we urgently need public scrutiny and political action to address issues of value extraction and redistribution in HE.
Journal Article
Combating Inequalities in Two-Way Language Immersion Programs: Toward Critical Consciousness in Bilingual Education Spaces
This chapter reviews critical areas of research on issues of equity/equality in the highly prochimed and exponentially growing model of bilingual education: two-way immersion (TWI). There is increasing evidence that TWIprograms are not living up to their ideal to provide equal access to educational opportunity for transnational emergent bilingual students. Through a synthesis of research from related fields, we will offer guidelines for program design that attend to equality and a framework for future research to push the field of bilingual education toward creating more equitable and integrated multilingual learning spaces. Specifically, this review leads to a proposal for adding a fourth goal for TWI programs: to develop \"critical consciousness\" through using critical pedagogies and humanizing research.
Journal Article
Scientific globalism during a global crisis
This study sought to understand the nature of scientific globalism during a global crisis, particularly COVID-19. Findings show that scientific globalism occurs differently when comparing COVID-19 publications with non-COVID-19 publications during as well as before the pandemic. Despite the tense geopolitical climate, countries increased their proportion of international collaboration and open-access publications during the pandemic. However, not all countries engaged more globally. Countries that have been more impacted by the crisis and those with relatively lower GDPs tended to participate more in scientific globalism than their counterparts.
Journal Article
‘All things are in flux’: China in global science
Since 1990, a large and dynamic global science system has evolved, based on grass roots collaboration, and resting on the resources, infrastructure and personnel housed by national science systems. Euro-American science systems have become intensively networked in a global duopoly; and many other countries have built national science systems, including a group of large- and middle-sized countries that follow semi-autonomous trajectories based on state investment, intensive national network building, and international engagement, without integrating tightly into the global duopoly. The dual global/national approach pursued by these systems, including China, South Korea, Iran and India, is not always fully understood in papers on science. Nevertheless, China is now the number two science country in the world, the largest producer of papers and number one in parts of STEM physical sciences. The paper investigates the remarkable evolution of China’s science funding, output, discipline balance, internationalisation strategy and national and global networking. China has combined global activity and the local/national building of science in positive sum manner, on the ground of the nationally nested science system. The paper also discusses limits of the achievement, noting that while China-US relations have been instrumental in building science, a partial decoupling is occurring and the future is unclear.
Journal Article