Encouraging Global Citizenship amongst Kinesiology Students in Higher Education: A Canadian Perspective

Autor/inn/en	Mandigo, James; Corlett, John; Sheppard, Joanna
Titel	Encouraging Global Citizenship amongst Kinesiology Students in Higher Education: A Canadian Perspective
Quelle	In: International Journal of Kinesiology in Higher Education, 5 (2021) 2, S.68-78 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mandigo, James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2471-1616
DOI	10.1080/24711616.2020.1846477
Schlagwörter	Foreign Countries; Kinesiology; Global Approach; Higher Education; College Students; Citizenship Education; International Education; Study Abroad; Student Research; Group Dynamics; Educational Planning; Partnerships in Education; Decision Making; Learning Experience; Reflection; Canada + Suchen Sie Ihr Suchwort? Ausland; Globales Denken; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Internationale Erziehung; Studies abroad; Auslandsstudium; Studentenforschung; Gruppendynamik; Bildungsplanung; Hochschulpartnerschaft; Decision-making; Entscheidungsfindung; Lernerfahrung; Kanada
Abstract	While 83% of Canadian universities identify global citizenship education as a top five priority and 97% provide opportunities for their students to participate in study abroad, only 3% of students take advantage in any given year. Faculty-led study abroad courses that are for-credit, short in duration, focused in a student's disciplinary area of study, peer based, well supervised, and based on pre-established partnerships and relationships with local stakeholders can be effective in providing global citizenship education. This paper explores the facilitation of faculty-led international study abroad for those studying in kinesiology and related fields. We make eight recommendations based on having led hundreds of students in for-credit kinesiology courses in international settings over the past 20 years. These recommendations are: (1) engaging students in faculty research; (2) group dynamics; (3) preparation; (4) local partnerships; (5) decision-making and communication; (6) teachable moments; (7) preparing to return home; and (8) assessment as learning. These recommendations, while not exhaustive, are meant to provide colleagues with "insider information" based upon our collective experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01