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Reading Humanitarian Heroes for Global Citizenship Education?: Curriculum Critique of a Novel Study on Craig Kielburger's 'Free the Children'

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Title: Reading Humanitarian Heroes for Global Citizenship Education?: Curriculum Critique of a Novel Study on Craig Kielburger's 'Free the Children'
Language: English
Authors: Karsgaard, Carrie
Source: Global Education Review. 2019 6(2):55-73.
Availability: Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Peer Reviewed: Y
Page Count: 19
Publication Date: 2019
Document Type: Journal Articles
Reports - Descriptive
Education Level: Secondary Education
Grade 9
High Schools
Junior High Schools
Middle Schools
Grade 10
Descriptors: Global Approach, Citizenship Education, Social Values, Western Civilization, Cultural Influences, Child Labor, Foreign Countries, Reader Text Relationship, Instructional Effectiveness, Critical Theory, Secondary School Curriculum, Empathy, Nongovernmental Organizations, Personal Narratives, Advantaged, Resource Units, Social Justice
Geographic Terms: Canada, Pakistan
ISSN: 2325-663X
Abstract: Literature classrooms hold great potential to educate students for critical global citizenship through serious engagement with marginalized stories that test or subvert mainstream knowledges and structures, including the familiar humanitarian framework that dominates Western thinking about the Global South. Unfortunately, much existing literary curriculum in the Global North often does just the opposite. Instead, Western-oriented texts and safe, traditional reading practices contribute to a form of global citizenship that perpetuates Western hegemony and limits expressions of citizenship to benevolent actions. This is especially the case where global citizenship curriculum is developed by NGOs and humanitarian organizations, such as Me to We, a popular social enterprise with increasing influence over education in Canada, the U.S. and the U.K. Using the frameworks of critical global citizenship education, Slaughter's (2006) theory of humanitarian reading, and Stone-Mediatore's (2003) notion of reading for enlarged thought, this paper will undertake a close reading of the unit materials for "Free the Children," a unit developed by Me to We, which aspires to educate for global citizenship. Unit activities problematically appropriate the voices and viewpoints of child laborers in South Asia by establishing dichotomies between readers and the populations that Me to We aspires to help. This unit provides a means by which to examine the effectiveness of reading a memoir by an exemplary humanitarian, particularly when unit activities are framed by an organization with a particular humanitarian agenda.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1222419
Database: ERIC
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  Data: Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
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  Data: Literature classrooms hold great potential to educate students for critical global citizenship through serious engagement with marginalized stories that test or subvert mainstream knowledges and structures, including the familiar humanitarian framework that dominates Western thinking about the Global South. Unfortunately, much existing literary curriculum in the Global North often does just the opposite. Instead, Western-oriented texts and safe, traditional reading practices contribute to a form of global citizenship that perpetuates Western hegemony and limits expressions of citizenship to benevolent actions. This is especially the case where global citizenship curriculum is developed by NGOs and humanitarian organizations, such as Me to We, a popular social enterprise with increasing influence over education in Canada, the U.S. and the U.K. Using the frameworks of critical global citizenship education, Slaughter's (2006) theory of humanitarian reading, and Stone-Mediatore's (2003) notion of reading for enlarged thought, this paper will undertake a close reading of the unit materials for "Free the Children," a unit developed by Me to We, which aspires to educate for global citizenship. Unit activities problematically appropriate the voices and viewpoints of child laborers in South Asia by establishing dichotomies between readers and the populations that Me to We aspires to help. This unit provides a means by which to examine the effectiveness of reading a memoir by an exemplary humanitarian, particularly when unit activities are framed by an organization with a particular humanitarian agenda.
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  Data: EJ1222419
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    Languages:
      – Text: English
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        PageCount: 19
        StartPage: 55
    Subjects:
      – SubjectFull: Global Approach
        Type: general
      – SubjectFull: Citizenship Education
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      – SubjectFull: Social Values
        Type: general
      – SubjectFull: Western Civilization
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Child Labor
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Reader Text Relationship
        Type: general
      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Critical Theory
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      – SubjectFull: Secondary School Curriculum
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      – SubjectFull: Empathy
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      – SubjectFull: Nongovernmental Organizations
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      – SubjectFull: Advantaged
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      – SubjectFull: Social Justice
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      – SubjectFull: Canada
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      – SubjectFull: Pakistan
        Type: general
    Titles:
      – TitleFull: Reading Humanitarian Heroes for Global Citizenship Education?: Curriculum Critique of a Novel Study on Craig Kielburger's 'Free the Children'
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