Challenging or Consolidating Neoliberalism: Prominent Discursive Traces on a University-Level Citizenship Course

Autor/in	Sen, Abdulkerim
Titel	Challenging or Consolidating Neoliberalism: Prominent Discursive Traces on a University-Level Citizenship Course
Quelle	In: Higher Education Research and Development, 40 (2021) 3, S.613-626 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sen, Abdulkerim)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1765319
Schlagwörter	Citizenship Education; Foreign Countries; Higher Education; Global Approach; Neoliberalism; Ideology; Disadvantaged; Curriculum Development; Self Concept; Universities; Equal Education; Barriers; International Education; Commercialization; Program Evaluation; Action Research; Cultural Influences; Nongovernmental Organizations; Graduate Students; Undergraduate Students; Student Attitudes; Course Descriptions; United Kingdom + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Globales Denken; Neo-liberalism; Neoliberalismus; Ideologie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Selbstkonzept; University; Universität; Internationale Erziehung; Programme evaluation; Programmevaluation; Projektforschung; Cultural influence; Kultureinfluss; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Kursstrukturplan; Großbritannien
Abstract	Citizenship education (CE) has become popular with various descriptors at different levels of education. In higher education, it has gained status with the title of global CE (GCE). Although the ways of delivery of GCE vary within and across universities, research suggests that the prevailing ideology of neoliberalism that promotes a notion of de-contextualised and individualistic citizenship seeps into all forms of GCE. Therefore, attempts have been made to strengthen alternative conceptualisations of GCE that challenge inequalities and facilitate the participation of marginalised identities. This study reports on the curriculum development of an alternative form of GCE underpinned by the theories of cosmopolitan citizenship. Empirical evidence (interviews, observation notes, evaluation data and other course materials) is drawn from three iterations of a GCE course taken by 124 students at a Russell Group university in the UK from 2016 to 2018. The study concludes that the prevalence of neoliberal GCE may be effectively challenged by recognising the significance of collective action and integrating a strong practical dimension to the curriculum. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01