The world is my classroom : international learning and Canadian higher education
- Toronto ; Buffalo ; London : University of Toronto Press, 
- Copyright notice
- Physical description
- xvi, 251 pages : illustrations ; 24 cm
LB2324 .W669 2013
- Unknown LB2324 .W669 2013
- Includes bibliographical references and index.
- Foreword Marc and Craig Kielburger (Free the Children) Acknowledgments Tables and Figures Part I: Introduction 1. Towards a Pedagogy of Good Global Citizenship Joanne Benham Rennick (Wilfrid Laurier University, Contemporary Studies) and Michel Desjardins (Wilfrid Laurier University, Religion and Culture) Student Intermezzo: What draws students to go abroad? Jessica DeBrouwer (University of Waterloo): Planting little seeds Part II: Historical and Pedagogical Contexts 2 Canadian Values, Good Global Citizenship, and Service Learning in Canada: A Socio-Historical Analysis Joanne Benham Rennick (Wilfrid Laurier, Contemporary Studies) 3. An Experiential Pedagogical Model for Developing Better Global Citizens Nancy Johnston (Simon Fraser University, Director of Co-op Education), Maureen Drysdale (University of Waterloo, Psychology) and Caitlin Chiupka (Suffolk University, Psychology) 4. Culture Shock, Cognitive Dissonance, or Cognitive Negotiation? Terms Matter in International Service Learning Programs Cathleen DiFruscio (University of Waterloo), with Joanne Benham Rennick (Wilfrid Laurier University, Contemporary Studies) Student Intermezzi: What happens when students are abroad? Clara Yoon (Balsillie School of International Affairs, Global Governance): What it means to be human Stephany Lau (Wilfrid Laurier University, Global Studies): A shared humanity Part III: The Good in Global Citizenship 5. Re-thinking the "Good" in Good Global Citizenship: The Ethics of Cosmopolitan Pluralism Sara Matthews (Wilfrid Laurier, Global Studies) 6. Students as Culturally Intelligent Change Agents: Global Citizenship and the Workplace Norah McRae (University of Victoria, Co-operative Education Program and Career Services) Student Intermezzi: Repercussions for students when they come home Cathleen DiFruscio (University of Waterloo): All in Lynn Matisz (Wilfrid Laurier University, Global Studies): Staying involved Part IV: Case Studies 7. Educating Future Teachers through the Lens of an Equity and Diversity Course Jackie Eldridge (University of Toronto, Ontario Institute for Studies in Education) and John Smith (University of Toronto, Concurrent Teacher Education Program and Internship Coordinator) 8. More than the Money: Creating Opportunities for Students to Consider their Responsibility for Global Citizenshipwithin their Local Internship Experiences Tracey Bowen (University of Toronto Mississauga, Institute of Communication, Culture and Information Technology) 9. Relating Across Difference: A Case Study in Transformative Learning David Peacock (University of Queensland, Education) 10. International Internships: Creating Conditions for Critical Dialogue Nadya Ladouceur (University of New Brunswick, Experiential Education) Student Intermezzi: Transformative learning Nevena Savija (University of Waterloo): My experience, somebody's life Conor Brennan (University of Waterloo): Separating the wants from the needs Part V: Conclusion 11. Practicalities and Pedagogies: Implementing International Learning Opportunities for Students Michel Desjardins (Wilfrid Laurier University, Religion and Culture) Contributors Index.
- (source: Nielsen Book Data)
- Publisher's Summary
- International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike. The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book.
(source: Nielsen Book Data)
- Publication date
- Copyright date
- edited by Joanne Benham Rennick and Michel Desjardins ; foreword by Craig Kielburger & Marc Kielburger.