The first ever International Summer School for early career global education researchers was organized by the new UNESCO Chair on Global Citizenship Education in Higher Education at the University of Bologna, the ANGEL network and Global Education Network Europe (GENE). Among the 32 young researchers from universities all over Europe – with many participants originating from countries outside Europe – I was happy to be the one representing Finland!
In this post, I offer a few of my reflections and tips from the Summer School week.
Tip 1: Global Education Digest
The theme of the summer school was doing systematic literature reviews. Three days were filled with lectures and discussions around the terminology of global education/learning/citizenship, databases and conducting literature reviews. At the end of each day, in groups we had an in-depth look on the Global Education Digest which is a bibliography of academic publications that the ANGEL network produces annually. The 2021 version included already eight languages (English, German, Spanish, Portuguese, Dutch, Polish, Italian and French).
As a first take-away from the Summer School, I would recommend anyone doing research on global citizenship education– or just interested reading the latest research for their work – to have a look at the Digest. I browsed through the 2021 Digest on the train to Bologna and added dozens of publications onto my reading list.
The introductions of different language versions of the Digest are also translated into English. It is interesting to read how the terminology on global education differs between countries and cultural-historical contexts. For example, check the Portuguese introduction to understand why “planetary citizenship” has become the preferred term over “global citizenship” in Brazilian research.
Tip 2: Mapping your own journey to global education
One of the keynote speakers, Annette Scheunpflug from the University of Bamberg first shared her own story, and then asked us to map our journeys in global education.
- How did I end up where I am now?
- Where did my journey start?
- What kind of global learning have I been involved in?
- How has this journey affected my understanding of the conceptual field?
We were asked to make Venn diagrams of our own paths, share them with the whole group and tell our stories in smaller groups. This was not only a wonderful icebreaker exercise, but useful for establishing our positions in the vast field of global education.
Some of our Venn diagrams are featured below.
In her keynote, Annette reminded us that we are dealing with fuzzy terms in global education. Global learning, sustainable development, global citizenship education or intercultural learning have various meanings – and power dynamics around the definitions of the terms should be clear to everyone involved in these fields.
It would have been beneficial for us to have much more time for this kind of informal sharing of each others’ research, methods, personal and professional stories. However, the schedule at the Summer School was extremely packed with speakers and group work from 9am to 6pm with only short breaks in between. Our energy levels to have academic discussions in the evening were further affected by the unusually hot weather (+34 on average, also inside many rooms at the venue). It was only at the very end of the Summer School when we were collecting contact details that I saw participants’ interests including topics such as epistemologies of the South, ecofeminism, critical pedagogy or decolonial theories, among others.
Tip 3: Consider travelling on land instead of flying, even from Finland
Practicing what you preach can be tough: you know, acting as a responsible global citizen for more sustainable futures etc. Finland is not in the easiest geographical location to avoid flying. Yet, I was able to travel with ferry/train from Finland to Bologna (actually going to Manchester first, using the Interrail pass for the route Helsinki-Turku-Stockholm-Hamburg-Manchester, and then Manchester-London-Paris-Torino-Bologna). Many participants coming from countries much closer to Italy had flown to Bologna. Some statistics from my journey below:
Although it might be challenging for family, work or other practical reasons to organize travelling on land – as it takes at least two days to get to Italy from Finland, for example – it is worth at least to consider it. Interrail pass and booking seat reservations worked great for me. Offline work on trains is very comfortable, much more so than on airplanes. Due to time reasons, I did however fly back home, and the experience at the packed airport of Bologna with all flights delayed or cancelled (except mine) was not a pleasant one.
This is also a call for universities and other funding entities: please ensure more generous travel grants for those who want to and can travel ecologically. My participation to the Summer School was made possible by the Alfred Kordelin Foundation and I am very grateful for their support.
Finally, here is our key reading list for the Summer School. Many of them are already well-known and widely used, but perhaps there are also new ones to the blog readers!
- Academic Network on Global Education & Learning (ANGEL) (2021). Global Education Digest 2021. Development Education Research Centre: London, UK.
- Bourn, D. (2020). (Ed.) The Bloomsbury Handbook of Global Education and Learning. London: Bloomsbury
- Goren, H. & Yemini, M. (2017). Global citizenship education redefined. A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170-183.
- Hartmeyer, H. and Wegimont, L. (eds) (2016) Global Education in Europe Revisited. Munster: Waxmann.
- Oxley, L., and Morris, P. (2013). Global Citizenship: A Typology for Distinguishing Its Multiple Conceptions. British Journal of Educational Studies, 61 (3). 301–25.
- Pashby, K., da Costa, M., Stein, S., & Andreotti, V. (2020). A meta-review of typologies of global citizenship education. Comparative Education, 56(2), 144–164.
- Shultz, L. (2007). Educating for global citizenship: Conflicting agendas and understandings. Alberta Journal of Educational Research, 53(3), 248–258
- Tarozzi, M. and Torres, C. A. (2016). Global citizenship education and the crises of multiculturalism. London: Bloomsbury.
The Summer School event report and evaluation are available at https://angel-network.net/SummerSchoolReport. A more visual report of the event can be seen below in the compilation of short video clips and photos from the week!
Riikka Suhonen is a doctoral researcher in the Doctoral Programme in School, Education, Society and Culture (SEDUCE), Faculty of Educational Sciences at the University of Helsinki. In her PhD research, she examines how global citizenship education is understood and enacted in the context of upper secondary vocational education and training in Finland.
riikka.suhonen (at) helsinki.fi
Photos and video: Summer school organisers / UNESCO Chair in Global Citizenship Education in Higher Education.