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Arnold, Christine

Global citizenship is central to the “Canadian identity,” necessitating the development of a kind of citizen who “is aware of the wider world and has a sense of their own role as a world citizen” (Brigham, 2011, p. 16). To address this, the prevalence of international service learning programs (such as “Me to We”, an organization that provides youth the opportunity to travel to a developing country and take part in a service project such as building a school) has increased in secondary schools in recent years. I contend that it is necessary to explore how secondary students understand notions of global citizenship as it relates to structural inequality in the context of international service learning. This understanding will make possible the design of service-learning opportunities in a way that does not reproduce the colonial subject identity of the “helper.”

Poster

eng

2013-04-01

Attribution-NonCommercial-NoDerivs 3.0 Unported

http://hdl.handle.net/2429/44089

UBCV

Graduate

DSpace