Abstracts
Abstract
Having an international experience, often through study abroad, has been a consistent theme in global education. There are a multitude of research studies on how international experiences foster global mindedness. In these studies, it is common for researchers to ask participants to reflect on their international experiences. In contrast, we took an alternative and slightly experimental qualitative approach to dig into the processes of becoming globally minded. Using existing and documented narratives as data, we examined the life-long learning processes of 13 “distinguished global scholars.” Our study illuminates the (trans)formative experiences that contributed to their global mindedness. Four common themes emerged from our analysis: (1) experiencing war and/or political tension; (2) encountering social injustice; (3) engaging with sociocultural difference; and (4) leaving the familiar/reaching out to the unknown. The findings and discussion deepen the understanding of how global mindedness is developed and offer insights for educational.
Keywords:
- global mindedness,
- global education,
- identity,
- transformative experience
Résumé
Vivre une expérience internationale, souvent par le biais d’études à l’étranger, est un thème récurrent de l’éducation mondiale. Il existe une multitude d’études sur la manière dont les expériences internationales favorisent le développement d’un esprit mondial. Dans ces études, il est de norme pour les chercheurs de demander aux participants de penser à leurs expériences internationales. Par contraste, nous avons adopté une approche qualitative différente et légèrement expérimentale pour étudier les processus de développement de l’esprit mondial. En utilisant des récits existants et documentés comme données, nous avons examiné les processus d’apprentissage tout au long de la vie de 13 « éminents chercheurs mondiaux ». Notre étude met en lumière les expériences (trans)formatives qui ont contribué à leur esprit mondial. Quatre thèmes communs ont émergé de notre analyse : (1) avoir fait l’expérience de la guerre et/ou des tensions politiques; (2) avoir rencontré l’injustice sociale; (3) s’être engager dans les différences socioculturelles; et (4) avoir quitté le familier/être allé vers l’inconnu. Les résultats et la discussion permettent de mieux comprendre comment se développe un esprit mondial et offrent des pistes pour les interventions éducatives.
Mots-clés :
- esprit mondial,
- éducation mondiale,
- identité,
- expérience transformatrice
Appendices
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