ECER conference 2021

GP
by Gyöngyvér Pataki20 views·Updated Mar 3, 2022
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  1. I'm going.
  2. Pataki, from the centre of Social Sciences, Budapest, Hungary,
  3. and I would like to introduce you to
  4. an actual research carried out by 36 participants and six senior researchers.
  5. Um, based in six European universities.
  6. Educational policymakers both throughout Europe as well as globally,
  7. are increasingly asking researchers to explore
  8. how the understanding of citizenship,
  9. together with the underlying volumes,
  10. expectations and virtues can be used in the current unprecedented crisis.
  11. Additionally,
  12. the current UNESCO debates underscores the people to the role of universities
  13. in resilience recovery.
  14. This friend. This research
  15. aims to look at how the changing higher education environment is perceived by
  16. central and Eastern European international students
  17. from Evelyn's and non member states.
  18. How do international students make sense of the
  19. present currently changing institutional environment in the future?
  20. But the game is and how they comprehend the ones they encountered.
  21. What imagine there is do they have
  22. about global citizenship under the current conditions?
  23. As for the theoretical
  24. framework,
  25. we used current purpose social cartography
  26. of the conceptualisation of global citizenship.
  27. Reviewing current literature hospital distinguished three major
  28. discursive orientation in terms of global citizenship,
  29. the now liberal liberal and critical global citizen
  30. concept depending on whether the economic rational,
  31. universal values but the question of status
  32. Cone dominates notions about global citizenship.
  33. Our aim was to analyse
  34. concepts of global citizen coming in central European region
  35. and placed them within this cartography.
  36. To reach this aim.
  37. The project involved the establishment of six
  38. focus groups in six different countries,
  39. followed by narrative interviews with each of the participants detainees.
  40. More specifically,
  41. we were focused on the past,
  42. present and future expectations and how the global
  43. citizen was portrayed in the social expectations.
  44. Doing good.
  45. Misha Beckert Group Fundamental and Trip
  46. We believe that the expectations reference
  47. to capacity the mere fact that the collectively shared expectations are,
  48. in some sense, structures to be realised.
  49. Mm.
  50. And they are of considerable analytical value.
  51. What happens when a complicated assemblage of higher
  52. education are faced with an external crisis,
  53. one of the most important result of our research?
  54. That it provides further evidence that
  55. europeanisation
  56. a process that, at least at the cultural level,
  57. seems rather successful, and the most active and mobile segment of the
  58. central European
  59. to start with post social post socialist legacies are not missing
  60. from the personal life stories
  61. whereas in the northern state
  62. states, traumas, arguments and families are reported
  63. in the L member states, both socialist past
  64. is hardly referred to
  65. second.
  66. Multiple factors are mentioned as the core of community.
  67. These include lifestyle,
  68. geographical, locality,
  69. certain forms of communication,
  70. private public behaviour,
  71. social orientation and hierarchies, linguistic mobility strategies.
  72. However, nation as an emerging community is only sense rather than conceived,
  73. the concept of national global citizen,
  74. surprisingly or not.
  75. As an interface between the liberal now liberal and now conservative viewpoints
  76. were not manifest.
  77. Global citizens were not received as a tearing their international trade.
  78. International relations are used or misused for the sake of national security
  79. as we have as we have expected
  80. previously.
  81. Speaking of the liberal national liberal critical discursive
  82. orientation of the concept of global citizenship,
  83. it must be stated that the strong now liberal attitude
  84. towards global citizenship dominates the interviews.
  85. Students regarded themselves as self motivated entrepreneurial persons,
  86. the ones who are concerned that learning about and engaging with the word
  87. is valued as the line as a line in the city
  88. at the same time,
  89. and they are not concerned the tool
  90. that the former state education ready former
  91. state institution maximise the ability for,
  92. um, national competitiveness.
  93. So a kind of products now, they were thinking, was overtly present.
  94. In terms of the liberal characteristic of foundation global citizenship,
  95. radical openness
  96. was mentioned several times, emphasising mutual respect and cultural equality.
  97. However,
  98. love
  99. care and responsibility as well as global justice
  100. were not recognised at all.
  101. Moving from the local to the only person notion of self
  102. morality in society, a cultural, cosmopolitan standpoint
  103. was desirous.
  104. It was seen as
  105. more bite over an individual to become culturally competent
  106. rather than to foster systemic changes.
  107. Understand school
  108. at any level.
  109. Somebody, strikingly,
  110. the picture of critical global citizen were
  111. missing from the personal life stories.
  112. There were no mention made about
  113. power structures,
  114. modernisation or stand to school.
  115. Nor was the issue of exploitation or injustice
  116. rised.
  117. Having said that,
  118. um,
  119. it should
  120. not be forgotten that ethics of recognition and understanding
  121. were present and several transformational ist approach was distinguished,
  122. underlying the opportunities of global citizens
  123. to refrain set of relations to create new patterns of inclusion and exclusion.
  124. To sum up, there is a cultural, cosmopolitan approach,
  125. with paradox now liberal considerably, considerably consideration in in
  126. Central European narratives,
  127. the transformational layers of global citizenship is addressed as well.
  128. As, uh, there is an environment of advocacy present
  129. Global citizen.
  130. In the eye of the
  131. interview is,
  132. is a person who is
  133. forging the entire new ways of relating,
  134. rather than changing existing structures.
  135. Therefore,
  136. throughout the interviews,
  137. engaged universities operating in a cultural ecological
  138. environment and offering to balance between thinking,
  139. dreaming and experiencing
  140. is a particular need.
  141. There is a specific interest in learning cultures, cultural learning,
  142. or even engage learning in the corpus
  143. and living in different cultures. And,
  144. um, having them inscribed at the person personality level,
  145. um, is of considerable value
  146. covid closed doors
  147. unsettled roots,
  148. making international students less competent
  149. and confident in
  150. setting goals. Experiencing a networking.
  151. I just hope that we can realise in time that there is a historical chance to
  152. resend the very concept of engagement in universities
  153. or the engagement of universities in the region
  154. in the light of the envisaged global citizenship. Our research revealed