International Educator - May/June 2012 - 127
histories and trajectories, they also share important goals of cultural empathy and intercultural competence.5 No concept or term is trouble-free; no idea goes uncontested by some faculty member or group. For better or for worse, global citizenship will undoubtedly provoke disagreements that reflect larger academic and philosophical debates. There is plenty of skepticism about global citizenship. Some object to any concept that suggests a diminished role for the nation and allegiance to it or the ascendancy of global governance systems. The idea of developing students’ moral compasses can raise questions about whose values and morals and how institutions undertake this delicate task. Some students will choose not to accept responsibility for the fate of others far away, or may see inequality as an irremediable fact of life. Some faculty will stand by the efficacy and wisdom of the market; others will see redressing inequality as the key issue for the future of humankind. And so on. Such debates, sometimes civil or acrimonious, are, for better or worse, the stuff of academe. Implementing new ideas— even if they have been around for a very long time as in the case of global citizenship—can be slow and painful. However, if colleges and universities can produce graduates with the knowledge and the disposition to be global citizens, the world would certainly be a better place. IE
MaDElEINE F. GREEN is a senior fellow at nafsa and the international association of universities. Author’s Note: It is important for U.S. readers to note that the goals of and assumptions about internationalization vary widely around the world. The Third Global Survey of Internationalization conducted by the International Association of Universities found that there are divergent views among institutions in different regions of the risks and benefits of internationalization. Based on their findings, IAU has launched an initiative to take a fresh look at internationalization from a global perspective.
Hans Schattle, The Practices of Global Citizenship, (Lanham: Rowman and Littlefield Publishers, Inc., 2007), 9. Hakan Altinay, “The Case for Global Civics.” Global Economy and Development Working Paper 35, The Brookings Institution, (Washington, DC, 2010), 4. Online at www. brookings.edu/papers/2010/03_global_civics_ altinay.aspx Ibid., 1. Christa Olson, Rhodri Evans, and Robert Shoenberg. At Home in the World: Bridging the Gap Between Internationalization and Multi6
Cultural Education. Washington DC: American Council on Education, 2007. Online at http://store. acenet.edu/showItem.aspx?product=311885&sessi on=68840B607FF646C093376D2E365892EA Martha Nussbaum, Cultivating Humanity: A Classical Defense of Reform in Liberal Education. Cambridge, MA and London: Harvard University Press, 2007. Hakan Altinay, “The Case for Global Civics.” Global Economy and Development Working Paper 35, The Brookings Institution, Washington, DC, 2010. Online at www.brookings.edu/ papers/2010/03_global_civics_altinay.aspx
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