Abstract
In the current historical moment, efforts to globalize U.S. higher education abound. To judge from the language of institutional mission statements and strategic plans to the proliferation of new, globally-oriented centers, programs, and majors on U.S. college and university campuses, a central concern of U.S. higher education today is to equip students with the tools, knowledge, and dispositions for engaging in a globalized world. Yet what, exactly, institutions mean when they evoke the term, global, is often unclear. Learning goals across institutions may include “preparing students for global citizenship”; “increasing students’ global competencies”; or “educating students for global awareness,” among others (e.g., Lewin 2009). However, within these same learning goals, the global is rarely operationalized.
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Jakubiak, C., Mellom, P.J. (2015). The Local as the Global: Study Abroad Through Place-Based Education in Costa Rica. In: Mueller, M., Tippins, D. (eds) EcoJustice, Citizen Science and Youth Activism. Environmental Discourses in Science Education, vol 1. Springer, Cham. https://doi.org/10.1007/978-3-319-11608-2_7
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