The internationalization of higher education has been driven by an increasingly globalized and interconnected world. One concept that embodies this internationalization process is global citizenship, which can be promoted through student mobility, internationalization-at-home, or other forms of intercultural learning. While global citizenship remains a broad and highly contested term, the increased interest of its role in higher education has inspired research in different fields. The aim of this paper is to provide a review of existing research approaches to studying global citizenship, and to formulate future research directions that may integrate these approaches into a holistic framework. By reviewing literature from different fields in the social sciences, we have identified three main research approaches: intercultural competence, social identification with a global community, and civic engagement. While each approach reflects an important dimension of global citizenship, they remain separate in the literature, complicating the understanding and application of global citizenship in higher education. Therefore, for each approach we present a general conceptualization and a brief overview of prior findings. We discuss how integrating these approaches can lead to a more holistic understanding of global citizenship and guide future avenues for research and practice in higher education.
De Haagse Hogeschool wil haar studenten competenties laten verwerven om in een internationaal en cultureel gedifferentieerde omgeving te kunnen werken (HHS, 2013). De gezondheidszorg is immers geen nationaal geïsoleerd fenomeen meer (Van der Hulst, 2011). Globalisering dwingt ons tot het verbreden van onze blik en het aangaan van samenwerkingsrelaties om kennis en ervaringen uit te wisselen. Niet alleen met andere landen, maar ook binnen ons eigen land, omdat de huidige en toekomstige Nederlandse arbeidsmarkt steeds internationaler wordt. Voor de huidtherapeuten, diëtisten en verpleegkundigen van de Academie voor Gezondheid betekent dit bijvoorbeeld dat zij in toenemende mate zorg verlenen in een internationale context: met collega’s en patiënten uit verschillende landen en met een diversiteit van culturele achtergronden. Toekomstige diëtisten, huidtherapeuten en verpleegkundigen moeten daarom beschikken over de nodige competenties om in deze international omgeving te functioneren. Maar: hoe richt je het onderwijs zo in dat studenten werkelijk de gelegenheid krijgen deze competenties te ontwikkelen? In studiejaar 2013-2014 is de Academie voor Gezondheid gestart met een pilot voor het internationale programma ‘New Interconnected Citizens for Global Health’. Deze pilot wordt volgend jaar uitgebreid en vanaf studiejaar 2015-2016 volgen alle studenten van de academie dit programma. In dit artikel wordt ingegaan op hoe dit programma tot stand is gekomen, hoe het in de praktijk gestalte kreeg en is geëvalueerd. Wij besluiten het artikel met een vooruitblik op het volgend studiejaar. LinkedIn: https://www.linkedin.com/in/froukje-jellema-78733a63/ https://www.linkedin.com/in/anita-ham-53297921/ https://www.linkedin.com/in/dorien-voskuil-9b27b115/
Conducting a classroom dialogue for reasoning can be very challenging for teachers and, in particular for students-teachers. Research on classroom discussions provides examples of models that can be used to help teachers organize, analyse and conduct classroom discussions. One of these models is the five-practices framework (Stein, Engle, Smith, & Hughes, 2008). In this study we investigate how this framework has been applied in one course of mathematics' pedagogies for in-service student-teachers at the applied university of Amsterdam to support mathematics student-teachers in conducting classroom dialogue based on students reasoning. The study was conducted in the academic year 2017-18 and involved 15 in-service student-teachers and their teachers. The data concerns students written rapports to an individual assignment in which they were requested to use the five-practices in an hypothetical classroom discussion. The preliminary results confirm that the model can be useful for students-teachers to prepare themselves beforehand and to think about creating opportunities for dialogue to occur in the classroom. But, the practice of making connections during the classroom discussion remains misunderstood or superficially performed by the students teachers. These results suggest the need of a more fine grained description of the practice of connecting as ways to involve students-teachers in it.
