Karen Pashby
I am an experienced secondary school teacher, teacher educator, and researcher who completed a PhD at OISE/University of Toronto in 2013. Recently I joined the faculty at Manchester Metropolitan University in the Department of Childhood, Youth and Education Studies. I teach in the Education Studies undergraduate program and in the Masters program specializing in the global, citizenship and education stream. Previously I held a postdoctoral fellow at the Centre for Global Citizenship Education and Research at the University of Alberta where I was the Curriculum Coordinator. I also continue as the Associate Director of Research and Education at the Centre for Global Education (housed at the Edmonton Public School Board) (http://tcge.tiged.org).
Post-doctoral Work:
My post-doctoral work at UofA focused on mapping conceptualizations of Global Citizenship education at a key juncture in the field. GCE is a focus for K-12 education in Alberta, is related to nation-wide initiatives, and is central to discussions of the UN's post-2015 agenda. My research supported the multifaceted work of the Centre for Global Citizenship Education, Directed by Lynette Shultz, and my position also involves teaching at the university and creating and facilitating workshops for a variety of groups. I continue as a project partner on the Ethical Internationalisation in Higher Education project. Previously, I worked as a full time post-doctoral researcher on the project with principal investigator Prof. Vanessa de Oliveira Andreotti. The project, housed at the University of Oulu, Finland, is a large-scale international comparative and mixed-methods study of internationalisation policies and involves over 20 partner sites on 5 continents. I helped to coordinate the project and conducted a policy analysis of internationalization strategies. I also instructed the Comparative Educational Research course and supervised students in the Education and Globalisation (EdGlo) graduate program in Oulu.
Teaching Experience as a Secondary School Educator:
I taught secondary History and English in Toronto at East York Collegiate Institute and Northern Secondary School and also in Brazil at Escola Americana de Campinas. During my BEd program at McGill I did a remote student teaching placement in Chibougamau, Quebec. I continue to work directly with secondary school students (as an academic coach).
Doctoral Studies:
I completed my PhD in the Department of Humanities, Social Sciences, and Social Justice Education at OISE and was enrolled in a joint program: Philosophy of Education and Comparative & International Development Education. My PhD dissertation research looked at the perceived relationship between (critical) multiculturalism and (critical) global citizenship education in Canada, and in the province of Alberta specifically. My thesis supervisor was Dr. Reva Joshee. Committee members included Dr. John Portelli and Dr. Mark Evans. The examination committee included Dr. Joel Westheimer and Dr. Roland Sintos Coloma.
Teacher Education Experience:
In the initial teacher education program at OISE, I was a coordinator in the Global Citizenship and Sustainable Development (GCSD) cohort in the secondary school teaching panel. I was also an instructor of the Teacher Education Seminar (taking a GCSD frame for studying key trends and policies in Ontario education) and of the Intermediate-Senior Social Science Curriculum and Instruction class. I previously assisted Jill Goodreau in those classes. For two years our TES class was part of the inner-city cohort and focused on anti-oppressive and culturally relevant pedagogy. I also did volunteer work in support of initiatives directed towards new-comer (to Canada) youth including a music program (Thursday Night Music Jam) in Thorncliffe Park.
Other Research Projects:
At York University I worked with Patrick Solomon on “School Reforms and Teachers’ Work for Equity and Diversity”.
I served as a researcher on “The Validity of the Ontario Teacher Qualifying Test and the New Teacher Induction Program: Stakeholders’ Perspectives” (J. Portelli, P. Solomon & D. Mujawamariya)
I worked as a researcher on “Making Commitments to Social Justice: Adolescents’ and Teachers’ Perspectives” (MaryLou Arnold and Dwight Boyd)
I am also working as a research assistant on a SSHRC funded project, "Teachers’ and Students’ Understandings of Ethnic Diversity: Implications for Multicultural Education in Canada".
Dr. Carla Peck (Principal Investigator) University of Alberta, Dr. Reva Joshee, OISE, University of Toronto, Dr. Alan Sears, University of New Brunswick, Dr. Laura Thompson, Acadia University. The project uses a qualitative approach, by combining document analysis and semi-structured interviews with 25 elementary school teachers and 25 grade 7 students in four provinces listed to talk about their understandings of ethnic diversity in the Canadian context
Post-doctoral Work:
My post-doctoral work at UofA focused on mapping conceptualizations of Global Citizenship education at a key juncture in the field. GCE is a focus for K-12 education in Alberta, is related to nation-wide initiatives, and is central to discussions of the UN's post-2015 agenda. My research supported the multifaceted work of the Centre for Global Citizenship Education, Directed by Lynette Shultz, and my position also involves teaching at the university and creating and facilitating workshops for a variety of groups. I continue as a project partner on the Ethical Internationalisation in Higher Education project. Previously, I worked as a full time post-doctoral researcher on the project with principal investigator Prof. Vanessa de Oliveira Andreotti. The project, housed at the University of Oulu, Finland, is a large-scale international comparative and mixed-methods study of internationalisation policies and involves over 20 partner sites on 5 continents. I helped to coordinate the project and conducted a policy analysis of internationalization strategies. I also instructed the Comparative Educational Research course and supervised students in the Education and Globalisation (EdGlo) graduate program in Oulu.
Teaching Experience as a Secondary School Educator:
I taught secondary History and English in Toronto at East York Collegiate Institute and Northern Secondary School and also in Brazil at Escola Americana de Campinas. During my BEd program at McGill I did a remote student teaching placement in Chibougamau, Quebec. I continue to work directly with secondary school students (as an academic coach).
Doctoral Studies:
I completed my PhD in the Department of Humanities, Social Sciences, and Social Justice Education at OISE and was enrolled in a joint program: Philosophy of Education and Comparative & International Development Education. My PhD dissertation research looked at the perceived relationship between (critical) multiculturalism and (critical) global citizenship education in Canada, and in the province of Alberta specifically. My thesis supervisor was Dr. Reva Joshee. Committee members included Dr. John Portelli and Dr. Mark Evans. The examination committee included Dr. Joel Westheimer and Dr. Roland Sintos Coloma.
Teacher Education Experience:
In the initial teacher education program at OISE, I was a coordinator in the Global Citizenship and Sustainable Development (GCSD) cohort in the secondary school teaching panel. I was also an instructor of the Teacher Education Seminar (taking a GCSD frame for studying key trends and policies in Ontario education) and of the Intermediate-Senior Social Science Curriculum and Instruction class. I previously assisted Jill Goodreau in those classes. For two years our TES class was part of the inner-city cohort and focused on anti-oppressive and culturally relevant pedagogy. I also did volunteer work in support of initiatives directed towards new-comer (to Canada) youth including a music program (Thursday Night Music Jam) in Thorncliffe Park.
Other Research Projects:
At York University I worked with Patrick Solomon on “School Reforms and Teachers’ Work for Equity and Diversity”.
I served as a researcher on “The Validity of the Ontario Teacher Qualifying Test and the New Teacher Induction Program: Stakeholders’ Perspectives” (J. Portelli, P. Solomon & D. Mujawamariya)
I worked as a researcher on “Making Commitments to Social Justice: Adolescents’ and Teachers’ Perspectives” (MaryLou Arnold and Dwight Boyd)
I am also working as a research assistant on a SSHRC funded project, "Teachers’ and Students’ Understandings of Ethnic Diversity: Implications for Multicultural Education in Canada".
Dr. Carla Peck (Principal Investigator) University of Alberta, Dr. Reva Joshee, OISE, University of Toronto, Dr. Alan Sears, University of New Brunswick, Dr. Laura Thompson, Acadia University. The project uses a qualitative approach, by combining document analysis and semi-structured interviews with 25 elementary school teachers and 25 grade 7 students in four provinces listed to talk about their understandings of ethnic diversity in the Canadian context
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The articles contained in Citizenship Education in the Era of Globalization: Canadian Perspectives map the history of citizenship, citizenship education and global studies and probe the notion of global citizenship for its possibilities and impossibilities. Recognizing the importance of engaging with the lives of students and teachers, the contributions also include articles reporting on research and theory about such topics as the complexities of second-generation youth identity and the extent to which mainstream teachers can bring global citizenship education into their classrooms. The collection presents an engaging look into the theory and practice of citizenship education in Canada during a time when bringing global issues to the classroom is an imperative of democratic schooling.
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Papers
The articles contained in Citizenship Education in the Era of Globalization: Canadian Perspectives map the history of citizenship, citizenship education and global studies and probe the notion of global citizenship for its possibilities and impossibilities. Recognizing the importance of engaging with the lives of students and teachers, the contributions also include articles reporting on research and theory about such topics as the complexities of second-generation youth identity and the extent to which mainstream teachers can bring global citizenship education into their classrooms. The collection presents an engaging look into the theory and practice of citizenship education in Canada during a time when bringing global issues to the classroom is an imperative of democratic schooling.
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In the current context of global crises, economic imaginaries of internationalism can be fused into narrow instrumental terms at the expense of the democratic and social imaginaries. Left unchecked, this normalized version of internationalisation can serve to re-direct social and political values such as global citizenship and social responsibility towards economic values that reproduce ideals of exceptionalism, entitlement, and (market) expansionism (Rhoads & Szelényi, 2010). It is important, therefore, to examine the extent to which current internationalisation processes in HEIs are ethically grounded .This research addresses immediate concerns that current economic/financial/policy crises have intensified the drivers towards exploitative and profit-seeking unethical internationalisation, while curtailing the resources and commitment towards sites for potentially ethical alternatives (Khoo, 2011). It asserts a commitment to recasting the university as a civic space (Biesta, 2007) of exposure to the world concerned with questions about our living together.
This paper will present preliminary findings from a comparative international, mixed-methods research project funded through the Academy of Finland and involving 20 HEI sites in 10 countries including 8 European universities. It investigates what are the barriers and opportunities for ethical engagement with internationalisation policies in higher education contexts.
1. Which are the main challenges for schools, teachers and teacher trainers facing globalisation, globality, and world society?
2. What do you understand by ‘Education of Global Citizens’?
3. Where do you see the potential in (global) school partnerships and where the risks?
4. What recommendations or strategies would you suggest for policy makers when undertaking a curriculuar reform?
1. Finnish Context:
*History of Nation-building; High Profile of Ministry of Education and Teaching Profession: The Finnish Miracle of Education
*6 Stages of Global Education in Finland
2. Highlights of the Multi-stakeholder Process: *Views from the Chairs in Global Ed (Uni. of Oulu)
*role of the academy + importance of specific people to champion GE
*on-going dialogue approach
*peer review process –where it all comes together
*conceptual ambiguity- constraints and possibilities
3. Global Education On the Ground
Appendix I: Summary of the Peer Review of Global Education 2010
Appendix II: Conceptual Framework for Global Education
Appendix III: testimony of a student teacher in Finland about Global Education
Appendix IV: Example from Canada References and Contact Information
This presentation will relay preliminary findings from a colonial discourse analysis of policies and promotional materials relating to internationalization from the partner universities. It will focus on conceptualizations of global citizenship in different national contexts. Analyses of colonial discourse investigate intersections of ideas, institutions, knowledge, and power that justify and maintain the dominance of hegemonic epistemologies (Loomba, 1998). Thus, this research seeks to challenge the neutrality and objectivity of academia and its role in constructing stereotypes, images, and knowledge of marginalized subjects and cultures. This presentation will contribute clarity around an ambiguous concept: global citizenship. It will also contribute insights into specific barriers to and possibilities for ethical internationalism in higher education.
-Making visible assumptions about who international students are and what support they need and exploring the concept of unconscious bias
-Defining Equity as central to ethics and exploring the idea of intersectionality among various forms of social oppression
-Sharing some findings from the Ethical Internationalism in Higher Education Project pointing to ethical implications emerging from the 'rush to internationalise'
-Watching a video to engage with the ‘single stories’ of international students
-Articulating and un-packing the ‘single stories’ of international students in Finland
-Building solidarity around being open to learning and un-learning as we support international students
Training will focus on enhancing a critical approach in global education. It will provide an arena for participants to critically analyze the role of their organization and ways of working in global education interventions. The training will offer a range of practical tools and approaches to aid effective planning and good practices.