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Title: Global citizenship and global school-links : perceptions from Tobago and the United Kingdom
Author: Allen, Y. V.
ISNI:       0000 0004 7230 5671
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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This research study focuses on Global Citizenship and its meaning, relevance and significance to pupils of Caribbean heritage. The concept of Global citizenship is explored through UK/Caribbean school-links and UK/Tobago school-links, which were initiated through the British Council’s Global School Partnerships (GSP) programme. Strategically, global school-links exposed pupils to a global dimension, promoted the concept of global citizenship and the development of knowledge and skills to thrive within our ‘global village’. As an unstoppable phenomenon, globalization has impacted on our lives, through increased interconnectedness and interdependency, improved intercultural awareness and greater migration and mobility. Although Globalization theory underpinned this study, Postcolonial theory provided a significant secondary lens to explore the relationship between the UK and the Caribbean, as it critiqued and dissected processes, including the legacy of colonialism and located the continuance of imperialism and imbalances of power. Qualitative methods are used to collect data from secondary-aged pupils, who attend schools in the UK and Tobago, as well as from two Senior Education Officers (Tobago). Findings indicate most respondents believe global schoollinks encourage the broadening of horizons and increased intercultural dialogue; however, the concept of global citizenship remains abstract and remote. Generally, the respondents valued UK/Caribbean school-links, with some reference to the benefits of supporting and maintaining diasporic relationships. They perceived global citizenship as having the transformative ‘power’ to turn ‘dreams into reality’, through increased aspirations and opportunities. However, similar to the experiences of some people of Caribbean heritage (UK), this universally inclusive concept also has the ability to marginalize and exclude. As UK/Caribbean school-links is an under-researched area, this study highlights the uniqueness of this type of North/South link. Hopefully, further frank discussions should ensue about the inclusivity of global citizenship and if all pupils are being adequately prepared for our globalized world in the 21st century.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available