|Editor||A. Ross, Teaching Citizenship|
This paper aims to generate some feedback for our School’s plans for a future undergraduate course to promote global citizenship in our Teacher Programme. In an internationalised world and in a multicultural society, personal as well as professional development is required to enhance teachers’ intercultural understanding. The course aims to create possibilities for the student to develop knowledge about general culture, self and others, about educational conditions in other cultures and societies, and insights into how culture affects language and communication. It also aims at developing skills, such as the ability to evaluate and interpret through ethnography. Thirdly it aims at developing attitudes to relativise the self and to value the other. The course will introduce theories from intercultural pedagogy, communication in a socio-cultural perspective, values and religion, and education for sustainability. The course contents – as well as the course team – will reflect a multidisciplinary approach. A mix of national and international students in the course should create an intercultural learning environment. One crucial unit of the course, the Teacher as Ethnographer (module 2), consists of five weeks’ fieldwork in a school/pre-school, outside Sweden for native Swedish students, and in Sweden for incoming students, to learn through cultural practice. Field studies will offer the students insight in daily life and educational conditions for citizens in an unfamiliar society in order to develop a deeper intercultural understanding.