Abstract
Drawing on reflections by five lecturers involved in two collaborative online international learning (COIL) pilot interventions, this chapter aims at highlighting key learnings and challenges related to implementation of virtual mobility to engage students in online learning across institutions and continents to enhance global teaching. From the lecturers' perspectives, it will explore themes related to social justice pedagogy, global teaching and internationalization at home. The authors draw on Nancy Fraser's notions of social justice and participatory parity to reflect upon intercultural or global engagement in their COIL programs. They conclude with solutions and recommendations to strengthen participatory parity and social justice pedagogy in COIL programs focused on teacher development.
TopIntroduction
This chapter focuses on the reflections of five lecturers from three higher education institutions (HEIs) involved in two pilot projects conducted across the University of the Western Cape (UWC, South Africa), the Oslo Metropolitan University (OsloMet, Norway) and the University of Missouri-St. Louis (UMSL, United States). These institutions participated in two COIL-inspired course programs. In our case, the two Collaborative International Online Learning (COIL) courses provided opportunities to facilitate the potential for student and faculty/lecturers intercultural and global citizenship competence and the internationalization of teacher development at home.
The objectives of our chapter are to reflect upon social justice and social justice pedagogy through two COIL programs in teacher education development using a range of Information and Communication Technologies (ICT) in three HEIs in the Global South, North and West. We draw on Nancy Fraser’s (2008; 2009) social justice framework and the notion of parity framework to explore the possibilities and constraints of the economic, cultural and political dimensions of our interaction. This chapter also intends to add to the field of Scholarship in Teaching and Learning (SoTL) as we theorize our teaching (Brew, 2007; Leibowitz & Bozalek, 2016).
Key Terms in this Chapter
Global Citizen: A global citizen is someone who identifies as being part of an emerging world community and whose actions help define the communities’ global values and practices.
Internalization at Home (IaH): Integrate global, international, and intercultural dimensions into the curriculum for all students within domestic learning environments.
Global Citizenship Education (GCE): Aims to empower students to take active roles in locally and globally educational societies. Global citizen is someone who identifies as being part of an emerging world community and whose actions help define the communities’ global values and practices.
Virtual Exchange (VE): Refer to telecollaboration, virtual mobility or online intercultural exchange among others, the student mobility can take place in learning environments globally between domestics.
Collaborative Online International Learning (COIL): Creates cross -cultural learning by bringing the world into various learning spaces, offering an international experience at home.
Participatory Action Research (PAR): Is a method which involves teachers to investigate a problem to solve in practice, infusing global citizenship education within teacher students learning.
Professional Learning Communities (PLC): Is a method to promote collaborative learning among colleagues to ensure professional learning in practice.