1. Dilemmas of Global Citizenship in “International Schools” Anna Dabrowski The University of Melbourne
Introduce my committee
Introduce myself
Why am I here?
Growing up in australia- no sentiments of belonging here, being connected to other places, and belonging nowhere

2. Overview Global Citizenship: Definitions and Uses
Global Citizenship in Schools: Current Debates
Research Questions, Resources and Methodology
Enacting Global Citizenship in IB Schools: Exploring Dilemmas
Dilemmas of Global Citizenship
Interpretations and Enactments
Local and Global Imperatives
Collectivism and Individualism
Key Insights
Conclusion

3. Global Citizenship: Definitions and Uses
Imagining global citizenship
A way for us to care about others
A way to recognise increasing connectedness

4. Global Citizenship: A Cosmopolitan Vision
The changing condition of our world necessitates a set of values that do not ignore the complexity of the transnational condition (Appiah, 2006)
Definitions
A globalized identity of elites arising from the integration of capital or
a growth of human solidarity arising from a extension of democratic principals.
Most common definitions come from agendas that seek enactment in education (nussbaum, vertovec, UNICEF, Oxfam)

5. Enacting Global Citizenship in Education: Current Debates
Refer to current debates in education
There is a problem between interpreting and enacting
Refer to banal cosmopolitanism, Martha Nussbaum and most recently, Emily Clarke and Glenn Savage (2017) who focused on issues with enacting global citizenship in international schools
Link to IB schools- the context of this study- the mission of international mindedness and the role GCE plays in helping to achieve some of the IB’s aims

6. GCE in The International Baccalaureate
“to create a better world through education” (IB, 2017)
Discuss Australian curriculum
Discuss IB
Motives and aims
Why I have chosen them for a sample- if anyone is doing GC, it’s the IB.

7. Research Questions
How are global citizenship discourses interpreted and enacted in two International Baccalaureate schools?
To what extent do these schools take advantage of mobility, diversity and connectedness in the student body and in what ways do these elements support notions of global citizenship?
Go through qs

8. Resources, Methodology and Tools
“Critical” Global Citizenship in a Market Society (Andreotti, 2014; Bourdieu, 1986; Putnam, 2001; Sandel, 2012)
Case Study Methodology (Merriam, 2015; Stake, 2013; Yin, 2011)
Tools
Policy, Curricula and School planning documents
Semi structured interviews
Observations
analysis of relevant policy, school planning and curricula mechanisms that underpin the construct of classroom discourse
interviews, observations and analysis of relevant student work- how reflective they are of GC
2 IB MYP schools in Melbourne
2 School Leaders/Principals
2 MYP co-ordinators
10 teachers (5 from each school)
30 students in Year 10 studying the MYP (15 from each school)
MYP Content Area: Individuals and Societies

9. Enacting Global Citizenship in IB Schools: Exploring the Notion of Dilemmas
Explain the notion of dilemmas
What ought to be, and what is
The tensions between 2 competing strands within GCE and IB underpins this thesis

10. Interpretation and Enactments
Discuss ideal of GCE interpretations- promotion of equality, way for everyone to care about each other
The staff in both schools spoke of the desire to make GCE a reality, in its critical forms
BUT
Discuss reality of enactments – banal forms of cosmopolitanism, used as a marketing tool, a way to promote the schools
Superficial engagement, student suspicion around the role the IB plays
Sets the scene for the notion of dilemmas- 2 competing strands of GCE

11. Negotiating Local, Transnational, and Global Imperatives
“Local”- tensions between positive construct of identity and jingoistic forms of connection to the local, unhelpful positioning of local issues (indigenous, Australian poverty etc)
“transnational”- lack of space for students with shared heritage to practice culture and language
Global- IB programs and practices
Lost opportunities- students felt their own cultures were sidelined as the IB rolled out in their schools

12. Collectivism in a Time of Individualism
Market society- sandel
Puntnam- neoliberal individualism
Ball and Doherty- parent and curricula choice in Australia undermines the aims of GCE
But the IB itself is highly individualised- refer to LP- this is a problem for enacting the communitarian imperatives of GCE
So what is – banal cosmopolitanism- what ought to be- a return to community values
how can these tensions be resolved?

13. Moving Global Citizenship Forward
Key insights
There is a tension between what is (neoliberal individualism) and what ought to be (communitarianism)
There is a need for the IB to acknowledge the realities of the market society in order to promote morally robust forms of GCE
There is also a challenge in Australia, where the IB operates in the independent realm- need to acknowledge the complexity of school choice and the world that young people will emerge into- no longer stable
What does a morally robust form of GCE look like? A chance for students to consider their impact, but also consider the realities of education in Australia
What can the IB learn? GCE does not happen organically in individualistic systems- Australia is an interesting space, and one where many dilemmas exist- that cannot be resolved without acknowledging the realities of the market system

14. Questions?