Leading and Living a 21st Century Global Citizenship Identity: Multiple Perspectives and Entry Points for Educators
Speaker: Adam Usher
Institutions: Incept Labs/Victoria University, Australia
As the 21st century globalised world becomes increasingly complex in terms of its interconnections and the need to engage in multiple contexts simultaneously, there is a welcome resurgence of interest in the notions of citizenship and intercultural education. The need to understand one's place in diverse local and global communities is now a reality, demanding a more complex understanding of the meaning and practice of citizenship.
Without a holistic understanding of the meaning of global citizenship, the need to adapt to 21st century realities will remain unmet, as will the opportunity to explore citizenship as a means to make epistemic connections to teaching, learning and intercultural mindsets and practices. The key to positive change in teaching and learning for citizenship is to recognise that teachers, like students, need to model active learning. The challenge for schools is to create, in classrooms and in staffrooms, communities that model - not preach - fluid forms of enquiry, collaboration, and sense-making of the type that is desired and required of citizens on a global community level. That is, the goal of teaching and learning for 21st century global citizenship is to 'be' the citizen that is desired.
This session is a dialogue-based workshop that integrates research-based education provocations with sophisticated rapid-response teaching and learning analytic tools in an effective change management sequence to create a unique and powerful strategic futuring experience for leaders. Participants are supported to make visible their priorities, practice realities and desired intercultural teaching and learning leadership outcomes. Specifically, the session will proceed in three connected elements that each contribute to the development of intercultural agency; it follows a Need, Practice, Outcome sequence. The session participants will receive personalized teaching and learning profiles and be supported to respond to a set of provocations on current trends, realities, and priorities related to education. Through critical dialogue and a futuring framework, they will emerge better able to identify and create leadership strengths and priorities, and to strategically plan opportunities for mutual innovation, learning, and partnership development in the field of citizenship and intercultural learning.