The shine and shadow of global citizenship: Insights from teacher education in remote Indigenous communities in Australia

The shine and shadow of global citizenship: Insights from teacher education in remote Indigenous communities in Australia Book Section

The Globalisation of Higher Education: Developing Internationalised Education Research and Practice

  • Author(s): Dyer, Julie, Hartung, Catherine
  • Secondary Author(s): Hall, Timothy, Gray, Tonia, Downey, Greg, Singh, Michael
  • Published: 2018
  • Publisher: Springer International Publishing
  • ISBN: 978-3-319-74579-4

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.

  • Urls: https://doi.org/10.1007/978-3-319-74579-4_21
  • Publisher Location: Cham
  • Keywords: Critical global citizenship, Pre-service teachers, Indigenous communities, Initial teacher education, Postcolonial theory, Higher education

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Suggested Citation
Dyer, Julie, Hartung, Catherine, 2018, The shine and shadow of global citizenship: Insights from teacher education in remote Indigenous communities in Australia, Book Section, viewed 23 July 2019, https://www.nintione.com.au/?p=13362.

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