The International Honors Program (IHP) is celebrating its 50th anniversary of providing college students opportunities to examine global issues in a comparative way across multiple countries. The IHP offers semester-long and year-long programs where students take interdisciplinary courses and visit several countries to study topics like public health, the environment, urban planning and more. Students interact with local experts and communities. The IHP aims to give students a unique understanding of these issues from different cultural perspectives and to consider their role in the global community.
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to better understand challenges to democracy and social justice globally and produce new knowledge on citizenship and democracy practices. Key lessons from the DRC's decade of collaborative work include the value of: (1) co-constructing knowledge with collaborators, (2) linking different forms of knowledge over time, (3) linking research to action, (4) connecting research on democracy to democratic pedagogies, and (5) researchers' role in empowering collaborators. These lessons provide an approach for universities to address complex problems
On November 20, Loek Halman and I gave a guest lecture in Paul Scheffer's "Discourses on Europe" Honours Programme, bringing together students from various Schools of Tilburg University. With the support of the Erasmus+ Programme of the European Union.
This document calls for a new cultural policy and investment in the arts in America to promote social cohesion, freedom of expression, and economic revitalization. It argues that culture is important to our national identity and can drive economic growth. The framework proposes 5 concepts: 1) using creativity for the common good by partnering artists and cultural organizations with all sectors; 2) engaging all Americans in cultural life; 3) preserving cultural heritage and memory in communities; 4) creating public service jobs for artists; and 5) supporting free expression and public media. Implementing these principles could align culture with public purpose and recovery in the way the New Deal's WPA program did in the 1930s.
This document provides an overview on gender and indigenous peoples. It discusses how indigenous women face multiple forms of discrimination and challenges to enjoying their human rights fully. They experience higher rates of poverty and violence. However, indigenous women have advocated for their rights at the local, national, and international levels, including being leaders in the negotiations of the UN Declaration on the Rights of Indigenous Peoples. Applying a gender perspective to issues facing indigenous peoples is important to understand their differentiated needs and experiences. It can help reduce disparities between indigenous men and women in areas like access to resources and participation in development initiatives.
The document summarizes key aspects of industrialization, immigration, and social reform movements in the Progressive Era in the United States. It discusses how industrialization led to a shift from skilled to unskilled labor through Taylorization. It also describes new immigration patterns and restrictions. Two strands of progressive education are outlined - developmental democracy focused on participation, and social efficiency focused on social order. John Dewey advocated for a child-centered, experiential approach to education for democratic participation, while Charles Eliot promoted education based on students' perceived social class destinies.
Importance of Studying Development Studiesopjindalglobal
It is a multidisciplinary field with contributions from ecology, demography, anthropology, geography, international relations, political science, history, sociology and public management. Development Studies in India is more ‘problem-oriented’ rather than ‘discipline-oriented’. This area of study is concerned with bringing intellectual power to solve major societal problems by selecting suitable theory, techniques and methods as a foundation for studies, which improve our understanding. It is normative and is not just concerned with knowledge generation for its own sake, but with knowledge creation as an influential tool to improve social and natural conditions.
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to better understand challenges to democracy and social justice globally and produce new knowledge on citizenship and democracy practices. Key lessons from the DRC's decade of collaborative work include the value of: (1) co-constructing knowledge with collaborators, (2) linking different forms of knowledge over time, (3) linking research to action, (4) connecting research on democracy to democratic pedagogies, and (5) researchers' role in empowering collaborators. These lessons provide an approach for universities to address complex problems
On November 20, Loek Halman and I gave a guest lecture in Paul Scheffer's "Discourses on Europe" Honours Programme, bringing together students from various Schools of Tilburg University. With the support of the Erasmus+ Programme of the European Union.
This document calls for a new cultural policy and investment in the arts in America to promote social cohesion, freedom of expression, and economic revitalization. It argues that culture is important to our national identity and can drive economic growth. The framework proposes 5 concepts: 1) using creativity for the common good by partnering artists and cultural organizations with all sectors; 2) engaging all Americans in cultural life; 3) preserving cultural heritage and memory in communities; 4) creating public service jobs for artists; and 5) supporting free expression and public media. Implementing these principles could align culture with public purpose and recovery in the way the New Deal's WPA program did in the 1930s.
This document provides an overview on gender and indigenous peoples. It discusses how indigenous women face multiple forms of discrimination and challenges to enjoying their human rights fully. They experience higher rates of poverty and violence. However, indigenous women have advocated for their rights at the local, national, and international levels, including being leaders in the negotiations of the UN Declaration on the Rights of Indigenous Peoples. Applying a gender perspective to issues facing indigenous peoples is important to understand their differentiated needs and experiences. It can help reduce disparities between indigenous men and women in areas like access to resources and participation in development initiatives.
The document summarizes key aspects of industrialization, immigration, and social reform movements in the Progressive Era in the United States. It discusses how industrialization led to a shift from skilled to unskilled labor through Taylorization. It also describes new immigration patterns and restrictions. Two strands of progressive education are outlined - developmental democracy focused on participation, and social efficiency focused on social order. John Dewey advocated for a child-centered, experiential approach to education for democratic participation, while Charles Eliot promoted education based on students' perceived social class destinies.
Importance of Studying Development Studiesopjindalglobal
It is a multidisciplinary field with contributions from ecology, demography, anthropology, geography, international relations, political science, history, sociology and public management. Development Studies in India is more ‘problem-oriented’ rather than ‘discipline-oriented’. This area of study is concerned with bringing intellectual power to solve major societal problems by selecting suitable theory, techniques and methods as a foundation for studies, which improve our understanding. It is normative and is not just concerned with knowledge generation for its own sake, but with knowledge creation as an influential tool to improve social and natural conditions.
The Venus Project proposes a resource-based global civilization without money or governments. Resources would be allocated based on need rather than markets or profits. Automation and technology would be used to ensure global abundance and eliminate scarcity, poverty, and environmental destruction. Aberrant and criminal behaviors are seen as products of the current dysfunctional social system rather than inherent to individuals. The goal is for computers and cybernetics to manage resources and infrastructure to meet human and environmental needs, not to monitor or control people.
Prof.dr. halit hami öz sociology-chapter 20-population, urbanization, and the...Prof. Dr. Halit Hami Öz
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Sustainable development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being.
New democratic movements for global regeneration_driessen 2019TravisDriessen1
Our global species is confronted with the converging crisis of climate change, unsustainable levels of inequality, mass extinction, and growing water and natural resource scarcity that are threatening the existential crisis of collapse. This fallout has already led to massive displacement and refugee crisis across Latin America and the African continent. New democratic social movements are recombining and ushering in new opportunities for a revolution of regenerative settlements to be built out across the globe. Doing so, can create new opportunities to restore biodiversity and bring the atmosphere to safe operating levels, lift billions into unprecedented human prosperity, and transform global governance to promote a new era cooperation and usher in a new era of human discovery and peaceful co-existence.
Cities have long birthed advances in the sciences, arts, human rights, business and government. Millions of people have moved to cities for better lives or services unavailable elsewhere.
But as cities grow, so are problems stemming from stretched transportation, energy and water infrastructure.
This document provides an overview of key concepts related to population growth, urbanization, and their environmental impacts. It begins with definitions of demographic concepts like birth rate, mortality, and life expectancy. It then discusses Malthusian and demographic transition theories of population growth. Subsequent sections cover trends in urbanization, theories of urbanism from the Chicago School, and challenges faced by developing world cities. The document concludes by outlining some environmental issues like limits to growth, pollution, and the risks of climate change.
Discourses and narratives on intercultural learning of the youth sector of th...Ruxandra Pandea
This document discusses the evolution of intercultural learning theory and pedagogy within the youth sector of the Council of Europe. It addresses three key topics: 1) How the discourse around intercultural learning has evolved over time, from initial concepts in the late 1980s to more recent updates. 2) The relevance and usage of intercultural learning concepts in non-formal education activities. 3) The ongoing challenge of adapting intercultural learning approaches in light of changing social and political contexts, including the current rise of populism. The presentation analyzes the continuity and changes in how intercultural learning has been conceptualized and implemented, and discusses implications for addressing racism in today's world.
This presentation contains a brief overview of the definition and theories underlying poverty in the U.S. as well as methods for teaching students who live in poverty.
This document provides summaries of Sara Lucia's portfolio projects. It describes 10 projects she has worked on in various roles related to experience design, communication design, education, and social impact. The projects involve working with organizations in Colombia on initiatives related to literacy, women's empowerment, environmental sustainability, and more. Sara's roles included project designer, advisor, founder, account manager, and co-leader. The projects utilized approaches like co-design, learning experience design, and strategic communication to address issues around poverty, education, incomes, and other social and environmental challenges.
18 unit test Understanding Culture, Society & PoliticsLibert Charisse
1. The document is a test on understanding culture, society, and politics containing 26 multiple choice questions. It covers topics such as the definitions of culture, society, politics, and their relationships.
2. Questions ask about specific concepts like sub-culture, counter-culture, high culture, popular culture, and how the natural environment can shape human culture and society. Examples given include how Japan's archipelago geography influenced its cuisine and how India's treatment of cows relates to its agricultural needs.
3. The test also covers groups and social movements like militias, Falun Gong, and countercultures that have rejected mainstream values and norms. It aims to assess understanding of these key sociological and anthrop
This document analyzes systemic racism in Ontario public schools towards First Nations, Metis, and Inuit communities. It argues that while inclusion attempts have been made through curriculum like Aboriginal Perspectives teacher handbooks, they still promote Eurocentric views and essentialize Indigenous cultures. This enables racist power structures by giving the appearance of valuing Indigenous perspectives while maintaining colonial superiority. The handbooks generalize Native identities and confine knowledge examples to an "other" position. There are consequences like underrepresentation of Indigenous peoples in education decision-making and a loss of languages and knowledge as the curriculum forces a Eurocentric focus. True inclusion requires collaboration between communities and governments to change pedagogies.
Development meaning, definition, indicators and processJayati Sharmaa
This power point presentation presents the meaning and definition of Development; for the students of development communication. It covers all the major aspects of "introduction to development" including- Development Indicators, Process, UNDP recommendations and Human Development Index.
The document is a 2015 honors thesis proposal by Zachary Kopkin that examines the role of education in development discourse and its impact on children's lives in Uganda. It discusses how development constructs identities that portray people in developing nations as lacking. While education is seen as key to improving lives, it also risks reinforcing oppression by shaping identities according to dominant ideologies. The proposal aims to critically analyze the historical construction of educational strategies and development discourse in Uganda, and explore how education both empowers and limits opportunities for Ugandan children.
Prezentare combating poverty in chidhoodLazar Viorica
Romania is working to address poverty and social exclusion through various government strategies and laws. Multiple levels of management, including institutions, economic levels, and non-governmental organizations, influence efforts for social integration. One major objective is eradicating child poverty by investing in families and children's potential. Initiatives promote diversity, access to opportunities, and long-term support for disadvantaged children through skills competitions and prizes to help improve social skills and performance. Combating social exclusion requires not just financial resources but also opportunities for individuals and social classes to access welfare.
The document discusses issues with development programs failing to empower rural communities. It argues current education and development paradigms do not meet the needs of rural people, who often lack opportunities for entrepreneurship or skills relevant to their lives. New approaches are needed that recognize each community's uniqueness and empower people through flexible, locally-adapted solutions instead of standardized models. Technology should be adapted to small-scale use to allow economic opportunities without forcing migration. Overall it calls for rethinking development to better suit rural realities and empower communities through culturally-sensitive, locally-driven solutions.
The presence of different cultures in schools: possibilities of dialogue and ...Jurjo Torres Santomé
The presence of different cultures in schools: possibilities of dialogue and action.
Jurjo Torres Santomé
Pedagogy, Culture & Society. Vol. 4, nº. 1 (1996), pp. 25 - 41
ABSTRACT. This article reflects on schools as spaces for the reconstruction of reality. If the school is an important part of the strategy to prepare for critical solidarity and active democratic citizens in society, it is obvious that it may or may not be successful in so far as the classrooms are converted into a space where this same society can be submitted to revision and criticism and where the necessary skills are developed to perfect and participate in the community. It is not a place to convert the societal groups and cultures without power into extras of the curriculum or additional themes to ease our conscience as happens in many of our classrooms when they develop what I call the “tourist curricula”. On the contrary, an anti-marginal education must revise and reconstruct the knowledge of each group and culture of the world. It is necessary to construct educational practices to teach students to unmask the political, historical and semiotic dynamics that condition their interpretations and expectations and their possibilities for participating in reality.
The National Work Zone Management Conference Agenda 2016artba
The document outlines the schedule for the National Work Zone Management Conference taking place from September 20-22 in Springfield, Virginia. The conference consists of multiple tracks of sessions covering topics such as work zone safety certification, signage and lighting, crash characteristics and countermeasures, quality of work zone markings, accommodating pedestrians and bicyclists, and new technologies including autonomous and connected vehicles. There will also be presentations on coordinating multiple work zones, real-time monitoring using ITS, and preventing work zone intrusions from the contractor's perspective. An opening luncheon will feature a panel on autonomous and connected vehicles in work zones.
This document provides information about the 2016 ARTBA National Convention being held from October 4-6 at the JW Marriott Tucson Starr Pass Resort & Spa in Tucson, Arizona. The convention will focus on putting safety first and will feature presentations on new safety certification programs and discussions on transportation policy and business topics. The document outlines the schedule of events, list of sponsors, and information about the host hotel and exhibitors.
The document summarizes the July/August 2016 issue of the Transportation Builder magazine published by the American Road & Transportation Builders Association (ARTBA). The issue previews ARTBA's annual convention in Tucson, Arizona in October 2016 which will focus on transportation construction safety and feature speakers on business and aviation. It also advertises transportation construction equipment, products, and services.
The Venus Project proposes a resource-based global civilization without money or governments. Resources would be allocated based on need rather than markets or profits. Automation and technology would be used to ensure global abundance and eliminate scarcity, poverty, and environmental destruction. Aberrant and criminal behaviors are seen as products of the current dysfunctional social system rather than inherent to individuals. The goal is for computers and cybernetics to manage resources and infrastructure to meet human and environmental needs, not to monitor or control people.
Prof.dr. halit hami öz sociology-chapter 20-population, urbanization, and the...Prof. Dr. Halit Hami Öz
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Sustainable development has three components: environment, society, and economy. If you consider the three to be overlapping circles of the same size, the area of overlap in the center is human well-being. As the environment, society, and economy become more aligned, the area of overlap increases, and so does human well-being.
New democratic movements for global regeneration_driessen 2019TravisDriessen1
Our global species is confronted with the converging crisis of climate change, unsustainable levels of inequality, mass extinction, and growing water and natural resource scarcity that are threatening the existential crisis of collapse. This fallout has already led to massive displacement and refugee crisis across Latin America and the African continent. New democratic social movements are recombining and ushering in new opportunities for a revolution of regenerative settlements to be built out across the globe. Doing so, can create new opportunities to restore biodiversity and bring the atmosphere to safe operating levels, lift billions into unprecedented human prosperity, and transform global governance to promote a new era cooperation and usher in a new era of human discovery and peaceful co-existence.
Cities have long birthed advances in the sciences, arts, human rights, business and government. Millions of people have moved to cities for better lives or services unavailable elsewhere.
But as cities grow, so are problems stemming from stretched transportation, energy and water infrastructure.
This document provides an overview of key concepts related to population growth, urbanization, and their environmental impacts. It begins with definitions of demographic concepts like birth rate, mortality, and life expectancy. It then discusses Malthusian and demographic transition theories of population growth. Subsequent sections cover trends in urbanization, theories of urbanism from the Chicago School, and challenges faced by developing world cities. The document concludes by outlining some environmental issues like limits to growth, pollution, and the risks of climate change.
Discourses and narratives on intercultural learning of the youth sector of th...Ruxandra Pandea
This document discusses the evolution of intercultural learning theory and pedagogy within the youth sector of the Council of Europe. It addresses three key topics: 1) How the discourse around intercultural learning has evolved over time, from initial concepts in the late 1980s to more recent updates. 2) The relevance and usage of intercultural learning concepts in non-formal education activities. 3) The ongoing challenge of adapting intercultural learning approaches in light of changing social and political contexts, including the current rise of populism. The presentation analyzes the continuity and changes in how intercultural learning has been conceptualized and implemented, and discusses implications for addressing racism in today's world.
This presentation contains a brief overview of the definition and theories underlying poverty in the U.S. as well as methods for teaching students who live in poverty.
This document provides summaries of Sara Lucia's portfolio projects. It describes 10 projects she has worked on in various roles related to experience design, communication design, education, and social impact. The projects involve working with organizations in Colombia on initiatives related to literacy, women's empowerment, environmental sustainability, and more. Sara's roles included project designer, advisor, founder, account manager, and co-leader. The projects utilized approaches like co-design, learning experience design, and strategic communication to address issues around poverty, education, incomes, and other social and environmental challenges.
18 unit test Understanding Culture, Society & PoliticsLibert Charisse
1. The document is a test on understanding culture, society, and politics containing 26 multiple choice questions. It covers topics such as the definitions of culture, society, politics, and their relationships.
2. Questions ask about specific concepts like sub-culture, counter-culture, high culture, popular culture, and how the natural environment can shape human culture and society. Examples given include how Japan's archipelago geography influenced its cuisine and how India's treatment of cows relates to its agricultural needs.
3. The test also covers groups and social movements like militias, Falun Gong, and countercultures that have rejected mainstream values and norms. It aims to assess understanding of these key sociological and anthrop
This document analyzes systemic racism in Ontario public schools towards First Nations, Metis, and Inuit communities. It argues that while inclusion attempts have been made through curriculum like Aboriginal Perspectives teacher handbooks, they still promote Eurocentric views and essentialize Indigenous cultures. This enables racist power structures by giving the appearance of valuing Indigenous perspectives while maintaining colonial superiority. The handbooks generalize Native identities and confine knowledge examples to an "other" position. There are consequences like underrepresentation of Indigenous peoples in education decision-making and a loss of languages and knowledge as the curriculum forces a Eurocentric focus. True inclusion requires collaboration between communities and governments to change pedagogies.
Development meaning, definition, indicators and processJayati Sharmaa
This power point presentation presents the meaning and definition of Development; for the students of development communication. It covers all the major aspects of "introduction to development" including- Development Indicators, Process, UNDP recommendations and Human Development Index.
The document is a 2015 honors thesis proposal by Zachary Kopkin that examines the role of education in development discourse and its impact on children's lives in Uganda. It discusses how development constructs identities that portray people in developing nations as lacking. While education is seen as key to improving lives, it also risks reinforcing oppression by shaping identities according to dominant ideologies. The proposal aims to critically analyze the historical construction of educational strategies and development discourse in Uganda, and explore how education both empowers and limits opportunities for Ugandan children.
Prezentare combating poverty in chidhoodLazar Viorica
Romania is working to address poverty and social exclusion through various government strategies and laws. Multiple levels of management, including institutions, economic levels, and non-governmental organizations, influence efforts for social integration. One major objective is eradicating child poverty by investing in families and children's potential. Initiatives promote diversity, access to opportunities, and long-term support for disadvantaged children through skills competitions and prizes to help improve social skills and performance. Combating social exclusion requires not just financial resources but also opportunities for individuals and social classes to access welfare.
The document discusses issues with development programs failing to empower rural communities. It argues current education and development paradigms do not meet the needs of rural people, who often lack opportunities for entrepreneurship or skills relevant to their lives. New approaches are needed that recognize each community's uniqueness and empower people through flexible, locally-adapted solutions instead of standardized models. Technology should be adapted to small-scale use to allow economic opportunities without forcing migration. Overall it calls for rethinking development to better suit rural realities and empower communities through culturally-sensitive, locally-driven solutions.
The presence of different cultures in schools: possibilities of dialogue and ...Jurjo Torres Santomé
The presence of different cultures in schools: possibilities of dialogue and action.
Jurjo Torres Santomé
Pedagogy, Culture & Society. Vol. 4, nº. 1 (1996), pp. 25 - 41
ABSTRACT. This article reflects on schools as spaces for the reconstruction of reality. If the school is an important part of the strategy to prepare for critical solidarity and active democratic citizens in society, it is obvious that it may or may not be successful in so far as the classrooms are converted into a space where this same society can be submitted to revision and criticism and where the necessary skills are developed to perfect and participate in the community. It is not a place to convert the societal groups and cultures without power into extras of the curriculum or additional themes to ease our conscience as happens in many of our classrooms when they develop what I call the “tourist curricula”. On the contrary, an anti-marginal education must revise and reconstruct the knowledge of each group and culture of the world. It is necessary to construct educational practices to teach students to unmask the political, historical and semiotic dynamics that condition their interpretations and expectations and their possibilities for participating in reality.
The National Work Zone Management Conference Agenda 2016artba
The document outlines the schedule for the National Work Zone Management Conference taking place from September 20-22 in Springfield, Virginia. The conference consists of multiple tracks of sessions covering topics such as work zone safety certification, signage and lighting, crash characteristics and countermeasures, quality of work zone markings, accommodating pedestrians and bicyclists, and new technologies including autonomous and connected vehicles. There will also be presentations on coordinating multiple work zones, real-time monitoring using ITS, and preventing work zone intrusions from the contractor's perspective. An opening luncheon will feature a panel on autonomous and connected vehicles in work zones.
This document provides information about the 2016 ARTBA National Convention being held from October 4-6 at the JW Marriott Tucson Starr Pass Resort & Spa in Tucson, Arizona. The convention will focus on putting safety first and will feature presentations on new safety certification programs and discussions on transportation policy and business topics. The document outlines the schedule of events, list of sponsors, and information about the host hotel and exhibitors.
The document summarizes the July/August 2016 issue of the Transportation Builder magazine published by the American Road & Transportation Builders Association (ARTBA). The issue previews ARTBA's annual convention in Tucson, Arizona in October 2016 which will focus on transportation construction safety and feature speakers on business and aviation. It also advertises transportation construction equipment, products, and services.
This document summarizes an issue of the publication "Transportation Builder" from September/October 2016. The cover story discusses the launch of the new "Safety Certification for Transportation Project Professionals" (SCTPP) certification program developed by the American Road & Transportation Builders Association (ARTBA). The program aims to make all transportation construction projects worldwide zero-incident zones. It is designed specifically for the transportation industry and was developed by industry safety experts. Thousands of transportation professionals will be eligible for the certification, which covers a wide range of safety topics. ARTBA chairman David Zachry expresses support for the new program and thanks those involved in its creation.
The document provides information about advertising opportunities with the American Road & Transportation Builders Association (ARTBA). It details the size and influence of the transportation construction market in the US. It also outlines ARTBA's print and digital publications that reach over 14,000 transportation industry professionals, and provides advertising rates and specifications. Key advertising options include placements in ARTBA's magazine, website, and weekly digital newsletter.
The Economic Impacts of Prohibiting Coal Fly Ash Use in Transportation Infras...artba
This document discusses the potential economic impacts of prohibiting the use of coal fly ash in transportation infrastructure construction. It finds that banning fly ash could increase annual transportation construction costs in the U.S. by $5.23 billion due to higher material prices and more frequent road and bridge repair needs. Over 20 years, the total additional cost would be $104.6 billion. Fly ash concrete is beneficial as it is more durable and less expensive than other cement mixes. Its use also has environmental benefits by reusing an industrial byproduct. The analysis is based on bid data and interviews with transportation officials.
basic knowledge about performance and characteristics of fly ash based concrete. this was my first presentation....so hard core civil engineers might consider me a layman!... anyway its a good way to start knowing gist and basics.
Co-Constructing Democratic Knowledge for Social Justice: Lessons from an Inte...iBoP Asia
This document summarizes a paper about the Development Research Centre on Citizenship, Participation and Accountability (DRC), an international research collaboration between universities and think tanks from over 20 countries. The DRC aimed to study conceptions of citizenship, democracy, and social justice around the world. Key lessons from the DRC's decade of work include the value of collaborative knowledge production, iterative learning linking different forms of knowledge, linking research to action, connecting research on democracy to democratic pedagogies, and the role of university researchers in empowering collaborators. The document argues that universities can and should play a role in social justice through knowledge production, though current economic and political pressures challenge this role.
University Civic Engagement: What Does It Mean to Be An Engaged University?ExCID
Civic engagement refers to the ways citizens participate in their community to improve conditions or shape the future. It means promoting quality of life through political and non-political processes. An engaged citizen has the ability, agency, and opportunity to address public issues. Universities are expected to integrate into their communities, care about local issues, and exchange knowledge to educate socially responsible citizens. The basic assumption is that universities have public responsibility for community development.
The document summarizes a study tour of Boston by a group of 28 Canadian innovators from November 14-16, 2016. The tour was organized by Cities for People, an initiative of the J.W. McConnell Family Foundation that aims to create more inclusive, innovative and resilient cities across Canada. Over the course of the three day tour, the group met with representatives from 13 Boston organizations working in social entrepreneurship, neighborhood revitalization, civic innovation and youth engagement to discuss challenges and potential solutions. Key lessons from the tour included the importance of cultural translation, recognizing diverse forms of entrepreneurship, and connecting entrepreneurs to their environments. The tour helped strengthen the Canadians' innovation network and has led to plans for potential collaborative projects
We offer the reader issue number
zero of Global Commons Review,
a new magazine published by the
Paulo Freire Institute-UCLA and
produced by the UNESCO-UCLA
Chair in Global Learning and
Global Citizenship Education. We
want to stress the importance of
global citizenship education and
feature what we believe to be its
manifold implications and
applications for formal , informal
and non-formal education. We
believe this will help policy makers,
government officials, academics,
communities and institutions
navigate its ever-shifting tides
and currents.
The document discusses a vision for sustainable cities centered around the concept of civic centers and pedestrian-oriented districts. It argues that social sustainability requires moving to an "integrative" social condition where individuals, communities, and institutions mature and work cooperatively. Civic centers located near green spaces would stimulate community involvement, provide channels for participation, and foster communication between social institutions. This approach aims to address issues like corruption, inequality, environmental issues, and promote global knowledge exchange through cooperative communities. Precedents for civic centers from ancient Athens and Rome are discussed as models.
The challenges of resilient learning and the production of a university exper...Richard Hall
1. The document discusses the challenges of resilient learning and producing a university experience in a time of change and uncertainty in higher education.
2. It references strategies and policies from Scotland that could help ensure flexibility in learning styles and curriculum to meet economic, social, and cultural needs.
3. The document examines the concept of resilience and how higher education could adapt to disruption through developing community engagement and empowerment.
Some Social Aspects of Sustainability 2015 01 16Joe Carter
This document discusses some social aspects of sustainability. It begins by noting that while sustainability is often discussed in terms of architecture, planning, construction, and tourism, it also has important social dimensions that are sometimes overlooked. These include socio-economic and equity considerations.
It then discusses criteria for sustainable development in both outer and inner cities, including mixed-use development, public transportation, green infrastructure, net zero energy/water communities, and agriculture integrated into outer city communities. For inner cities, it lists ongoing capacity building, empowered individuals and communities working together, and institutions that enable meaningful participation.
[DOCUMENT]:
Some Social Aspects of Sustainability
16 January 2015
The document discusses international social work and perspectives from various scholars and practitioners. It addresses the meaning of international social work, new agendas in the field including terrorism and global warming, and lessons for social work education. International social work is defined as addressing problems between nations or across boundaries, with a focus on the well-being of all people worldwide regardless of nationality. It is suggested social work adopt a more global vision, understand issues in context, embrace human rights from below, incorporate post-colonial studies, be more value-based, and deconstruct privileged perspectives from the West. Examples from Costa Rica and Scotland illustrate opportunities to learn about social problems in other countries and compare human services between nations.
Global Engagement in an Interconnected WorldSummarized from a p.docxwhittemorelucilla
Global Engagement in an Interconnected World
*Summarized from a paper by the same title, authored by Dr. John Lee, Associate Professor of Social Studies, N.C. State University
Introduction
A mother sits with her son at a computer. Music fills the room as stylishly dressed kids dance on a computer screen. The scene is a house in the Western African country of Senegal where an encouraging mother is watching a music video with her son and offering her opinion of her son’s favorite new musical group, Rania. The group is from South Korea and is part of a music phenomenon called Korean Pop (or K-Pop) that fuses electronic, hip hop, rock and R&B musical forms. The young man made a video of his mother’s opinion of the group and put it on YouTube. A South Korean musical group, singing music online that emerged in black American culture, is being shared by an African boy on a global commercial video sharing network. How did we get to this point and what are the implications of this interconnected and overlapping world for this young man’s future and the future of young people in the United States?
A certain vision of the future is already here, although unevenly represented around the world. This future is cross-cultural and supported by a global economic system of multinational interests delivered through a decentralized communications network. Young people today are growing up in an interconnected world with access to information through a wide variety of mediums and devices that support the exchange of ideas and opinions. Given that these systems for communication are in constant flux and are being rapidly developed, children must prepare for a future that will look different than the world of their parents.
Trends in Youth Global Engagement
There are six trends that will shape the global engagement of Generation Z over the next decade. Each of them is outlined below.
Trend #1 – The Emergence of an Online Global Identity
Online social networks connect people and create avenues for extending our identity. Identity is connected to our physical being, but increasingly young people are crafting online identities using social networks. Manuel Castells describes this phenomenon in his recent trilogy The Information Age: Economy, Society and Culture. Castells argues that the organization of global economics, political and social institutions prompts individuals to create meaning in their lives through collective action. This explains why networks such as Facebook have become so popular (500 million active users), so fast (Facebook went online in 2004). The attraction of Facebook is the human interaction and collective action that it facilitates. The technology is much less important than the human activities that the technologies enable. In fact, actual interfaces such as Facebook come and go rather quickly (e.g. AOL and MySpace, both with explosive growth and quick declines). These global networks allow people to be free of their “other” identities - ...
Definition of Social Studies, Percieved program needs and Diverse program app...GladysValencia13
Social studies encompasses multiple disciplines that are combined into lessons to provide students opportunities for greater inquiry about major world events and issues. Educators draw from subjects like history, geography, and economics. Geography lessons examine how physical features and natural resources influence civilizations. Economics lessons cover concepts like supply and demand. World history explores the rise and fall of classical empires and technological developments. Teachers use diverse approaches like learner-centered, where students discover solutions; society-centered, focusing on improving society; and knowledge-centered, ensuring access to powerful knowledge across disciplines. The primary goal is to help students make informed decisions as citizens.
“Community” Ideology, Power and Social Relations The Way of Life Relates to ...ijtsrd
For years, the topic community has been a source of contention. As social science thinking began to shift its meaning, therapeutic norms and ideals that impact regionally different behaviors and social lives emerged. Different local cultural traits are strong and crucial to the way of life of the people in the community in both rural and urban locations. When considering each item, it was found that people and their family members were well accepted by the community. There was a statistically significant difference at the.01 level, and Your neighborhood has a variety of drug issues. There was a statistically significant difference at the.05 level. Parichat Chumpong "“Community” Ideology, Power and Social Relations: The Way of Life Relates to the Factors Affecting the Way of Life of the People" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-4 , June 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50234.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/50234/“community”-ideology-power-and-social-relations-the-way-of-life-relates-to-the-factors-affecting-the-way-of-life-of-the-people/parichat-chumpong
The document provides information and ideas for teaching global issues as part of the curriculum, including:
- Why it is important to teach global issues and enhance the curriculum with a global dimension
- Examples of curriculum opportunities to teach about global themes like human rights, conflict resolution, and sustainability
- Suggestions for global learning activities like researching global topics, creating products for real audiences, and participating in events like Peace Day
- Websites that provide resources for teaching global issues
This document outlines the agenda for a conference on citizenship education for the 21st century. It discusses the current interest in citizenship and lifelong learning due to societal changes like globalization, risk, and uncertainty. It explores the origins and forms of citizenship, European ambitions for citizenship education, and approaches like developing civic competences, informal and experiential learning, critical pedagogy, and linking citizenship to capabilities. It also addresses issues like social cohesion, diversity, policy focus, teacher training, and relating citizenship to the core purposes of learning.
This presentation material was developed for the live session at the Learning Ideas Conference 2021.
Cite This Item:
Cheong, S. M.-C., & Lang, A. (2021, June). Digital Autobiographical Reflexivity: A Collaborative and Social Learning Design Strategy in UK higher education [paper presentation]. Live session in the Learning Ideas Conference 2021, Columbia University (Online session), New York, United States of America.
Shaping Global Citizens, One Student At A Time: The Journey Of Educationmoeenali5423
The quest to shape global citizens is a noble one, rooted in the belief that education holds the power to transform individuals, communities, and nations. The journey towards nurturing students as global citizens is a multifaceted and evolving process, with educators and institutions playing a pivotal role in guiding students toward a deeper understanding of the world and their place in it. This article explores the significance of shaping global citizens and the ways in which education, at every level, contributes to this vital endeavour.
The document summarizes the role of SSH (social sciences and humanities) at Ca' Foscari University of Venice. It discusses flagship initiatives like the Center for Humanities and Social Change which focuses on topics such as misinformation spreading and social inequalities. It also outlines EU-funded mobility programs with other UNIMED universities, international credit mobility projects, and capacity building programs in southern Mediterranean countries.
1) The document discusses the interconnectedness of global issues and how impacts in one country can spread widely and strongly to others. It also discusses the Sustainable Development Goals and the importance of addressing economic, social and environmental challenges.
2) Universities have an obligation to address these challenges through teaching, research and partnerships. They can integrate community engagement into their operations to enhance learning and empower communities.
3) The University of Pretoria promotes international connections and local impact through programs like Engineers Without Borders and partnerships between its departments and surrounding communities. It aims to be an agent of change by redefining what makes a university "world class".
Cultural Intermediation as the Practice of GoverningPhil Jones
This document summarizes the work of a research project team examining cultural intermediation and governance. The team took an interdisciplinary approach, studying cultural intermediation through an arts and humanities lens. They examined cultural intermediation's role in both formal governance structures and informal everyday practices. Through baseline assessments, case studies, and diary-keeping with participants, the team explored how cultural intermediation connects and disconnects different cultural sectors and communities. Their goal was to understand how cultural intermediation could help "re-govern" creative cities to be more inclusive. The team planned to share their findings through academic publications, policy discussions, and local seminars.
This document discusses the role of higher education in educating responsible citizens in a globalized world. It argues that higher education must go beyond just training professionals and focus on developing students' abilities and values to contribute to the collective good of society. This includes promoting cultural understanding, intercultural competence, and education for global and multicultural citizenship. The document proposes transforming higher education curricula to place more emphasis on teaching shared values, emotional intelligence, collaboration skills, and the ability to function in diverse contexts. Higher education must play a leading role in shaping society by educating students to anticipate social changes and help guide transformations towards more inclusive and sustainable development.
This document provides information on multiple Justice Brandeis Semester (JBS) programs offered at Brandeis University between August 2012 - July 2011. The programs allow students to earn college credits while gaining hands-on experience through experiential learning. Example programs described include an Environmental Field Semester, Web Services and Social Networks program, Ethnographic Fieldwork, Environmental Health and Justice, and Filmmaking. The programs are led by Brandeis professors and involve both classroom and practical community-engaged learning. Students can earn 12-20 credits through immersive work on various topics like the environment, computer science, anthropology, and public health.
The Brandeis Semester Program in The Hague, Netherlands allows students to take a full course load including classes on international law and global justice networks as well as an internship. Students live in the nearby university town of Leiden and take courses at Leiden University while interning at organizations like international criminal courts, human rights groups, or research projects. The program explores legal events and broader struggles for human rights and peace in a dynamic international city known for its international courts and long history of diplomacy.
The document summarizes Brandeis University's summer study abroad program in The Hague, Netherlands. Students can expect to gain first-hand impressions of international tribunals through meetings with judges and lawyers, understand how global tensions shape international law, and explore the impact of international justice on local populations. The program includes courses on international law and the International Criminal Court, field visits to courts, and workshops with court advocates. It aims to provide students an immersive experience in international criminal law.
This document provides a climate change vulnerability assessment for Pakse, Lao People's Democratic Republic. It analyzes the city's exposure, sensitivity, and adaptive capacity to climate change. Key findings include:
- Pakse experiences a tropical climate and heavy seasonal rainfall that is projected to intensify, with wet seasons getting wetter and dry seasons drier. Flooding is already a frequent problem.
- The population and infrastructure are highly sensitive to climate impacts like flooding and drought. Livelihoods dependent on agriculture and tourism are also at risk.
- Adaptive capacity is limited by institutional, financial, and community-level constraints, though some flood defenses have been implemented.
The Arava Institute for Environmental Studies is celebrating its 20th anniversary on April 2nd and 3rd with an intimate concert and dessert event on Saturday evening featuring Mira Awad and Yair Dalal, and their annual public forum on Sunday afternoon at the Harvard Faculty Club in Cambridge, Massachusetts. Friends of the Arava Institute are invited to RSVP online or by phone for the 20th anniversary celebration events.
The document provides information about the Arava Institute for Environmental Studies, located in southern Israel. It discusses the Institute's academic programs, research centers, and internship opportunities. Students and interns from Israel, Palestine, Jordan and other countries can study and conduct research on environmental issues in a cross-cultural setting and help advance solutions to regional challenges.
This document provides a case study analysis of climate change impacts and urban adaptation in Hoi An, Vietnam. It finds that Hoi An faces numerous climate change stressors like flooding, sea level rise, and erosion that are exacerbated by poor city development practices. While the city has strong adaptive capacity to some hazards, it is highly vulnerable to rising seas and saltwater intrusion. The document recommends that Hoi An invest in infrastructure, capacity building, ecosystem stewardship, and improving critical systems to build urban resilience to climate change impacts. Mainstreaming climate change into city planning and involving diverse stakeholders can help Hoi An better manage development and cope with climate change challenges.
1. INTERNATIONAL HONORS PROGRAM COMPARATIVE STUDY AROUND THE WORLD 2009/2010
Examining the
global questions of
the 21st century
2. WHY
The International Honors Program is in its 50th year of
providing an unequaled opportunity for college students
to examine the most significant social, political and
environmental issues confronting countries and cultures
around the world.
The hallmark of IHP’s programs is a unique comparative approach in which participants study a
thematic topic in several different countries over one semester or full academic year. This multina-
tional perspective allows students to analyze and contrast today’s global conditions, evaluate issues
and challenges, and compare solutions. The IHP experience engenders new questions and ideas,
and prompts students to consider their lifelong roles in the global community.
Themes such as public health, the environment, globalization, urban planning, governance, social justice
and human rights are studied within the framework of three program offerings:
“This program was the best experience of my life. It is so rare to come into contact with so many people
but curious, empathetic, and hyper-aware of the world around them. This program taught me how vast
I simply cannot describe the profound impact this program had on me. You will have the most
IHP @ 50
IHP IS BORN International School of America,
forerunner of IHP, is founded by Karl Jaeger “to
maximize the educational benefits that formal
education may derive from international travel.”
3. Offered in affiliation with SIT, the accredited higher education program of World Learning, IHP offers a rigorous curriculum
enhanced by a diversity of learning methods and settings.
Experiential activities such as site visits and case studies complement interdisciplinary team teaching led by in-country and
traveling faculty. Students also step out of the classroom to interact with activists, public figures, government and organizational
leaders, as well as citizens from all walks of life who are directly involved in the themes explored. Homestays give students the
opportunity to get to know local families and to become immersed in the culture and traditions of each country, creating lasting
connections and memorable insights.
IHP participants are as broadly diverse as the places they visit and the people they meet. Personal backgrounds and areas of study
vary widely among students, who come from all academic levels at colleges and universities across the USA, Canada and beyond.
1960
Cities in the 21st Century
How do geography, politics and culture
affect whether people can thrive in
cities, now home to a majority of the
world’s population?
Health and Community
How can communities ensure the health and
well-being of all citizens amid mounting
challenges created by changing economic,
environmental and social factors?
Rethinking Globalization
How are the human consequences of
development on each level of society being
addressed to meet the challenge of
maintaining a just and sustainable world?
from such diverse backgrounds who are not only intelligent,
our world is, yet how incredibly small it is at the same time.
unforgettable experience!” LINDSAY NORTH / TRINITY COLLEGE / IHP ’05
WORLD CLASS Itineraries include Tokyo, Hong Kong,
Bangkok, Calcutta, New Delhi, Cairo, Istanbul, Athens,
Rome, Florence, Geneva, Berlin, Paris, London and Beirut.
INQUIRING MINDS William Lederer, author of 1958’s
best-selling, The Ugly American, tells a reporter that
students asked him “the best questions” ever about his
book, including some he was unsure he could answer.
WE KNEW HIM WHEN Student Andrew Weil
would go on to become a best-selling author and
world-renowned pioneer in integrative medi-
cine. He graced Time magazine’s cover in 1997.
FREEDOM FIGHTERS Among those meeting with
students are former first lady Eleanor Roosevelt
and India Prime Minister Jawaharlal Nehru.
4. IHP’s Cities in the 21st Century program examines the inten-
tional and natural forces that guide the development of the
world’s cities. It combines an innovative urban studies academic
curriculum with fieldwork involving public agencies, planners,
elected officials, NGOs and grassroots groups in important
world cities where exciting changes are taking place.
Students learn how to “read a city” — an iterative process
that hones the ability to observe, question, document, research
and communicate – leading to a better understanding of the
interconnected social, physical, economic, environmental and
political systems that affect urban environments.
From Beijing to Bangalore, students examine how the structure
of a city enhances or impedes growth. They learn who exercises
power in cities and where power comes from. And they examine
the role of state and local government in formulating develop-
ment policies in a changing world economy, and the challenges
public policymakers face in light of increasing inequity.
IHP’s comparative approach enables students to analyze and
contrast major issues across cities, and track how concerns
manifest themselves in the planning process, and ultimately,
in a course of action.
Fall Program:
COURSES / 16 CREDITS: Urban Planning and Sustainable
Environments • Urban Politics and Development • Culture
and Society of World Cities • Contemporary Urban Issues:
Problems and Solutions
USA: DETROIT For the first time, the Cities program will
start the semester in Detroit, Michigan. Meet classmates and
faculty and be introduced to a city that is rebuilding itself from
the ground up. Is Detroit symptomatic of the challenges facing
mid-size industrial cities across the nation and around the
CITIESINTHE21ST
CENTURY
PEOPLE,PLANNINGANDPOLITICS
“Not one day goes by that I don’t think about the
KEY QUESTIONS
•Though human needs may be similar
around the globe, why does a city’s
ability to satisfy those needs vary?
•How do people create a sense of
place, of community, of urban identity?
What historical and socio-cultural
contexts frame the opportunities,
constraints and uncertainties of
urban life?
•What must be done – and by
whom – to move toward ecologically
sustainable cities?
•What are the opportunities for
political action by individuals,
community organizations, social
movements or even local govern-
ment to shape city life?
5. world? Amidst scars of disinvestment and tension around race
and class, see the seeds of positive growth and change.
INDIA: BANGALORE In Bangalore the pressure for growth
and development challenges environmental sustainability, indi-
vidual rights and legal protections. How does a democracy with
a multicultural history, colonial legacy, a booming economy and
entrenched poverty conduct its affairs to reach equitable solutions
in an environment overridden and manipulated to maximize
economic growth? Learn about local activism in the face of
inexorable change.
SOUTH AFRICA: CAPE TOWN The legacy of apartheid
pervades, but what does it actually mean for how people
conduct their lives? Experience the divides by living in different
communities and observing the underlying uncertainty and
suspicion among different races. Meanwhile, examine attempts
to create a new, equitable social and political model.
ARGENTINA: BUENOS AIRES The cosmopolitan capital
city’s history has an enduring legacy: European-influenced
architecture, an extraction economy, large landowners, an
influential Catholic church, charismatic political leadership and
military dictatorships, a tradition of public protest and a cultural
heritage embedded in the tango. But underlying it all are com-
plex lives of a diverse society where once-owners now work to
survive and once-workers now manage “retaken factories.”
Spring Program:
COURSES / 16 CREDITS: Urban Planning and Sustainable
Environments • Urban Politics and Development • Culture
and Society of World Cities • Contemporary Urban Issues:
Problems and Solutions
USA: NEW YORK Starting in the most prominent “world”
city in the United States, meet classmates and faculty and
be introduced to the field experiences of IHP by exploring
neighborhoods, visiting NGOs and hearing from public officials.
The world journey commences with a discussion at the United
Nations, and an acknowledgement that every city is local, yet
also a piece of the global puzzle.
BRAZIL: SAO PAULO, CURITIBA Brazil provides an excellent
opportunity to see how participation, democracy and a mobilized
citizenry effect change. In multi-ethnic Sao Paulo, the largest
urban area in South America, public infrastructure takes
aggressive steps forward, but never seems to catch up to the
expanding city’s growing needs. Land and water are plentiful, but
how much is available to the secluded rich, the hard-working
middle class or the tenuous poor remains a question. Curitiba
provides a laboratory to study exemplary urban planning,
especially in transportation and land use, but also in the creative
re-use of most everything from buildings to buses to garbage.
SOUTH AFRICA: CAPE TOWN The legacy of apartheid
pervades, but what does it actually mean for how people
conduct their lives? Experience the divides by living in different
communities and observing the underlying uncertainty and
suspicion among different races. Meanwhile, examine attempts
to create a new, equitable social and political model.
VIETNAM: HANOI Rising from poverty and isolation, Hanoi
offers examples of rapid human adaptation and resilience. With
decades of war all but vanished, a new paradigm of local identity
and international connectivity is being tested. Tension grows
between the use of public resources for community and envi-
ronmental benefit or commercial development and private
profit. Meanwhile, the basic form of the traditional city – dense,
narrow and vertical – invites examination of the use, purpose
and expectations of public space.
people, sights, smells and experiences of IHP.” EVAN WEISSMAN / COLORADO COLLEGE / IHP ’00
1970
www.ihp.edu
A NEW COURSE The organization becomes known as
the International Honors Program, and the thematic
approach is introduced to tie together academic work.
WEST MEETS EAST Austria,
Poland and the USSR are
added to the itinerary.
MEETING MALCOLM X Malcolm X talks with students for two hours about the
Black Muslims. “Our mistake,” he tells them, “is that we have waited for the
white liberal to do for us what we should have been doing for ourselves.”
ROYAL COMPANY Students
meet with Prince Constantine,
future King of Greece.
USA
South Africa
Vietnam
Brazil
USA
India
South AfricaArgentina
6. What are the forces that create good public health in some
communities, and ill health in others? Why have health dis-
parities within and across countries widened, even as modern
health care has discovered the causes of many illnesses and
prevented many deaths?
IHP’s Health and Community program strengthens students'
ability to understand, interpret and compare the biological,
ecological, economic, political and socio-cultural factors that
affect human health. Students broaden their global perspective
and deepen their skills in critical and comparative thinking,
while gaining practical knowledge about:
• The health impacts of globalization
• Comparative health systems
• Governance and policy-making
• Public health issues and innovative strategies to address them
• Field-based research methods and analysis.
From Southeast Asia to South Africa, in city neighborhoods
and rural villages, students learn to listen to and understand
multiple voices: people in local communities, governing bodies
and non-governmental agencies.
Future health care leaders come away with the confidence to
ask important questions, analyze alternatives and set priorities
for achieving sustainable and just solutions.
HEALTH&COMMUNITY
GLOBALIZATION,CULTUREANDCARE
“This program gave us so much, from academic knowledge
understanding of challenges and triumphs experienced
KEY QUESTIONS:
•Is health a fundamental human
right? If so, who is responsible
for guaranteeing it?
•How can a deeper understanding of
culture transform our view of health?
•What can be done about the health
divide — between rich and poor,
urban and rural — that exists in
many countries?
•How do grassroots activism and
top-down approaches conflict with
or complement one another?
WRITE STUFF Mark Gerzon and other IHP students write The Young
Internationalists. Today, Gerzon is a leading conflict resolution spe-
cialist and author of Leaders Without Borders: New Leadership
Strategies For An Interdependent World, and Leading Beyond Borders.
PLACES Itineraries include Kyoto,
Madras, Teheran, Jerusalem, Belgrade,
Moscow, Leningrad and Stockholm.
7. Spring Program 1:
16 CREDITS / COURSES: Globalization and Health •
Health, Culture and Community • Public Health: From
Biology to Policy • Community Health Research Methods
SWITZERLAND: GENEVA Meeting influential officials of
major global institutions that have significant impact on public
health around the world, such as UNAIDS and the World Health
Organization, sets the stage for understanding and challenging
how global health power brokers and policymakers shape and
are shaped by real life conditions in each country visited.
INDIA: BANGALORE India’s unique culture, dramatic economic
growth, dwindling natural resources and dynamic political land-
scape are important factors in the health of its communities.
Examine the impact of urbanization, economic development
and environmental degradation on the most elemental aspects
of health – water, food and shelter – as well as India’s noted
social, political and public health innovations and model projects.
CHINA: BEIJING China has a history of unprecedented
population growth, unsurpassed environmental degradation
due to rapid economic development, and a rich, complex cultural
landscape. The unique interplay between national, intergovern-
mental and non-governmental agencies in implementing public
health programs in China gives insight into the powerful role of
political structures in health policy. Also notable is the fusion
of traditional Chinese medicine and modern biomedicine.
Examine these issues as well as Chinese solutions to air
pollution, overpopulation and women’s reproductive health.
SOUTH AFRICA: CAPE TOWN Improving the health of
communities in South Africa can be daunting in the face of deep
racial, gender, and economic inequality. Explore the promises and
the pitfalls of work in health and community through visits with
traditional healers and health activists in rural areas, field research
on child nutrition and political violence in urban townships, and
lectures from academics and NGO staff.
Spring Program 2:
16 CREDITS / COURSES: Globalization and Health •
Health, Culture and Community • Public Health: From
Biology to Policy • Community Health Research Methods
USA: WASHINGTON, D.C. The seat of government for one of
the richest nations in the world and hub of international policy-
making, Washington, D.C. is home to neighborhoods among the
poorest in the USA. Hear about and observe first-hand how
health inequities and urban migration affect those living within
earshot of the halls of world political power, and how local and
global health activism intermingle.
VIETNAM: HANOI One of Southeast Asia’s most vibrant and
rapidly developing nations, Vietnam has succeeded in dramatically
reducing poverty. New socioeconomic challenges stem from
widening inequalities and increasing environmental damage.
Explore the themes of urban development, family health, and
the role of NGOs in urban and rural settings.
S. AFRICA/MOZAMBIQUE: BUSHBUCKRIDGE/MAPUTO
Situated at the crossroads between South Africa, Mozambique
and Zimbabwe, Bushbuckridge is a cluster of rural communities
near the heart of southern African migration and trade. Consider
how communities have been mobilizing to address local health
needs while preserving their social networks and their close
relationship to the land.
BRAZIL: SAO PAULO Nowhere in the world has the great
20th and 21st century public health challenge—HIV/AIDS—been as
aggressively and progressively addressed as in Brazil. Witness
its success and probe how the “Brazilian model”—direct democracy
in action—can be applied elsewhere. Examine culture, politics, and
health in the largest urban area in South America.
of global and local systems that influence health and community to a human
every day in places very different from our home." JACK BECK / BOSTON UNIVERSITY / IHP ’06
1980
www.ihp.edu
THE BRIDGE Huston Smith, author of The World’s
Religions, teaches about bridging intellectual gulfs:
between East and West, science and the humanities, and
formal (classroom) and informal (film, TV) education.
COMING OF AGE Students
meet with renowned anthro-
pologist Margaret Mead.
NOTABLE MEETINGS Students hear
from India Prime Minister Indira
Ghandi, primatologist Jane Goodall
and paleontologist Richard Leakey.
MORE PLACES Morocco, Tel Aviv,
New Delhi, Sri Lanka, Bali, Singapore,
Nairobi, Spain, Yugoslavia, Hungary,
Austria, Australia and Indonesia.
ON CAMERA Students and faculty make a film with
world-class Indian director Satyajit Ray, and spend
time with noted filmmakers Jean Rouch, Shohei
Imamura, Miklos Jansco and David MacDougall.
Switzerland
India
China
South Africa
USA
South Africa
Vietnam
Brazil
8. Rapid economic globalization has dramatically altered business
paradigms and government policies with unprecedented effects
on societies and cultures, ecosystems and health, justice and
equality. These changes have precipitated a widening sense of
urgency and a search for new economic, cultural and political
options in the face of conflicting worldviews and increasing
identity assertion.
Students in IHP’s Rethinking Globalization program meet some
of the world's most important critics of current patterns of
development and connect with a diversity of social movements
and individual initiatives that are confronting the consequences
of a globalized economy. They experience firsthand a variety of
contested development programs and projects, and witness the
emerging alternatives being tried to recover and maintain a
just and sustainable world.
From Tanzania to New Zealand, India to Mexico, students
visit urban and rural landscapes and communities affected by
globalization. Drawing on the fields of anthropology, ecology,
economics, environmental policy and politics, they examine
how globalization, development and progress affect the planet
and its inhabitants.
Most important, students learn how to see and experience the
rich diversity and plurality of the world and how to interact with
others. Going beyond mere empathy, they try to find shared
ground for the creation of equitable and sustainable alternatives,
harmonious coexistence, and ways to make a difference in their
own world.
RETHINKINGGLOBALIZATION
NATURE,CULTUREANDJUSTICE
"IHP transformed my education by fusing academics with
It instilled in me the ability to constructively approach
KEY QUESTIONS
•What are the alternatives and possi-
bilities being regenerated, imagined,
and implemented for a just and
sustainable world?
•Which voices, social movements
and ideas currently resist and
challenge dominant development
paradigms and policies?
•What are the pathways now opened
for dignified work and meaningful life?
•What is the role and responsibility of
each of us in addressing the broader
human and ecological dimensions of
globalization and in finding our own
place and destiny?
CONVENIENT TRUTH Students meet
with future Vice President Al Gore.
1990
TRENDSETTER Students meet with
Jeremy Rifkin, president of the
Foundation on Economic Trends and
an adviser to the European Union.
PICTURE THIS Alum Susan Meiselas, a noted
documentary photographer, is awarded a
MacArthur Foundation fellowship for a six-
year project on a visual history of Kurdistan.
9. ONE PROGRAM / ACADEMIC YEAR:
COURSES | 32 CREDITS: International Issues in
Development Economics • Ecology and Comparative
Conservation Practices • Anthropology Theory and Field
Methods • Environmental Policy and Governance •
Comparative Social Movements
USA: WASHINGTON, D.C. First-hand perspectives begin
with visits to key institutions in the nation’s capital that are
either driving globalization (e.g., the World Bank) or resisting
globalization (e.g., the Institute for Policy Studies). Explore the
efforts of local organizations working for social justice and
environmental sustainability in the USA and reflect on
American realities, values, assumptions and worldviews.
TANZANIA: DAR ES SALAAM, ZANZIBAR, ARUSHA,
TERRAT Explore how colonialism, tourism, international aid
and foreign-controlled resource development have affected
traditional culture, health and environmental sustainability in
East Africa. Homestays with the Masaai in Northern Tanzania
and Muslim families in Zanzibar, combined with a diversity of
field excursions and speakers, provide opportunities to examine
conflicts between global interests and traditional livelihood
practices. Focal issues include controversies between parks
and pastoralists, wildlife protection, and the industrialization
of fishing, mining, coffee, sisal production and aquaculture.
INDIA: DELHI, WARDHA, SEWAGRAM, MUMBAI, DAHANU
Experience the complex challenges an ancient civilization faces
straddling tradition and modernity as the country’s elites build
a new economic and political superpower. Visit peasant and
indigenous communities to learn about their struggles; study
Gandhian philosophy in one of Gandhi’s main ashrams;
understand the multiple democratic aspirations and institutions
of previously marginalized people; visit sites of ecological
regeneration; and participate in examples of sustainable living
in all their complex plurality.
NEW ZEALAND: NORTH & SOUTH ISLANDS Study
how the country is approaching challenges of decolonization,
ecological globalization/invasive species, forest decline, industrial
agriculture, peak oil and climate change. Living with Maori on
marae (meeting places) and in the homes of green party members,
learn about New Zealand’s ambitious sustainability goals, the
Treaty of Waitangi truth-and-reconciliation process, conflicting
stewardship strategies, organic livelihoods, and ways ecological
and traditional knowledge are being implemented to protect
heritage and restore damaged ecosystems.
MEXICO: MEXICO CITY, OAXACA, CHIAPAS Experience
the vibrant culture of popular neighborhoods in Mexico City,
a polluted settlement of 20 million people, and the amazing
political and cultural regeneration of indigenous communities
in Oaxaca. The stay in Chiapas, where indigenous Zapatistas
strive to maintain independence, offers the opportunity to live
the hope and inspiration defining the epic transformation
evolving at the grassroots.
www.ihp.edu
global social consciousness and integrating traditional learning with life experience.
both global and local issues." SHAUN GOLDING / BOWDOIN COLLEGE / IHP ’99-’00
2000 IHP @ 50
RISING STAR Students meet
with Illinois Sen. Barack Obama.
SCHOLARLY Alumni Emily Auerbach and Nikhit D'sa
receive Watson Fellowships, and Marissa Vahlsing
and Christine Curella receive Truman Scholarships.
ECOLOGICAL Edward Goldsmith, founder and editor of The Ecologist
magazine, connects IHP to Gustavo Esteva of Mexico, Smitu Kothari
of India and other key environmentalists and activists inspiring
Global Ecology and Rethinking Globalization programs.
India
New Zealand
USA
Tanzania
Mexico
10. COLLEGES/UNIVERSITIES
The International Honors Program is offered in affiliation with SIT, the accredit-
ed higher education program of World Learning. Programs are operated entirely by IHP, but
accredited through SIT by the New England Association of Schools and Colleges, Inc.
World Learning is a 75-year-old nonprofit organization that throughout its history has focused
on bridging cultures and transforming lives. Today, World Learning operates SIT Study Abroad,
SIT Graduate Institute, The Experiment in International Living and international development
programs in 77 countries, directly impacting the lives of thousands of students each year.
Programs help young people develop a greater understanding of the current issues facing the
world and give them the skills they need to act on problems ranging from sectarian conflict and
climate change to AIDS and poverty.
For more information, visit www.sit.edu, www.worldlearning.org, or call 877.257.7751.
IHP Participant Schools American • Amherst • Arizona • Bard • Barnard • Bates • Beloit • Boston College • Boston University • Bowdoin • Bowling Green •
British Columbia • Brown • Bryn Mawr • Bucknell • Cabrillo • Cal-Berkeley • Cal-Davis • Cal-San Diego • Cal-Santa Barbara • Cal-Santa Cruz • Carleton • Carnegie Mellon
• Chicago • Cincinnati • Colby • Colgate • College of the Atlantic • Colorado-Boulder • Colorado College • Columbia College • Cornell • Davidson • Delaware State • DePauw •
Dominican • Drew University • Drury • Duke • Emerson • Emory • Eugene Lang • Evergreen • Fairhaven • Florida • Florida State • Fordham • Franklin & Marshall • Furman
• Georgetown • George Washington • Georgia • Gordon • Goucher • Hamilton • Hampshire • Harvard • Hendrix College • Hobart • Humboldt State • Hunter • Illinois •
Indiana (PA) • Indian Institute of Mass Communication • Indian School of Planning • Iowa • Kansas • Kenyon • Knox • Lafayette • Lake Forest • Lehigh • Le Moyne • Lewis &
Clark • Macalester • Maryland • Mary Washington • Massachusetts-Amherst • McGill • Miami (OH) • Michigan • Middlebury • Mills • Minnesota • MIT • Morehouse • Mount
Holyoke • New Hampshire • New Mexico • New School • New York • North Carolina • North Carolina State • Northern Arizona • Northland • Northwestern • Oberlin •
Occidental • Ohio University • Oregon • Penn • Penn State • Pittsburgh • Pitzer • Pomona • Portland State • Pune (India) • Redlands • Reed • Rhodes • Richmond • Rice
• Rochester • Rutgers • Salve Regina • Santa Clara • St. Lawrence • St. Mary's (MD) • St. Michael's • St. Olaf • Sarah Lawrence • Scripps • Seattle Pacific • Simmons • Simon’s
Rock • Skidmore • Smith • South Carolina • Southern Cal • Stanford • Swarthmore • Syracuse • Sweet Briar • TeWanaga-o-Raukawa • Toronto • Transylvania • Trinity College
• Trinity University • Tufts • Tulane • UCLA • University de la Tierra • Vassar • Vermont • Villanova • Virginia • Wake Forest • Washington • Washington & Lee • Wellesley •
Wesleyan • Western Washington • Wheaton (MA) • Whitman • William & Mary • Willamette • Williams • Wisconsin • Wisconsin-Milwaukee • Yale
11. IHP’s comparative study programs are enhanced by partnerships with
leading institutions throughout the world:
CITIES IN THE 21ST CENTURY • MIT (Department of Urban Studies and Planning) •
China Academy of Chinese Medical Sciences • Environment Support Group • Free
University of the Environment (Unilivre) • Institute for Reproductive and Family Health
HEALTH AND COMMUNITY • China Academy of Chinese Medical Sciences •
Consultation of Investment in Health Promotion • Environment Support Group • Hanoi
School of Public Health • Muhimbili School of Public Health • Universities of Cape Town
• Universities of the Western Cape
RETHINKING GLOBALIZATION • Center for Intercultural Encounters and Dialogues •
Institute for Policy Studies • International Forum on Globalization • Intercultural
Resources • Sewagram (Gandhi’s Ashram) • Te Wananga o Raukawa (Maori University)
PARTNERS
Visit www.ihp.edu for much more information about the International Honors
Program, such as:
• Latest itineraries, detailed curriculum descriptions and course syllabi for all programs
• Biographical information for program directors, coordinators and faculty
• Photos, feature articles and “Letters Home” from current and former IHP students
• Admissions procedures, deadlines and a downloadable application form
• Program costs, financial aid information and the IHP Grant application form
• Credit transfers and accreditation information
• Terms and Conditions
• Answers to other Frequently Asked Questions
“I have the highest regard
for International Honors
Program, which has been
a transformative experi-
ence for some of the
Williams students whose
appetite for rigorous
learning in demanding
cross-cultural situations
I have particularly
admired. Many students
have returned to our
campus from their IHP
experiences with an even
better developed sense
of the complexity and
urgency of some of the
challenges we face — and
their enthusiasm about
the learning process that
stretched them has been
contagious.”
RICHARD E. SPALDING
WILLIAMS COLLEGE
WWW.IHP.EDU
12. CITIES IN THE 21ST CENTURY
People, Planning and Politics
TWO PROGRAMS
Fall semester:
USA, India, South Africa, Argentina
Spring semester:
USA, Brazil, South Africa, Vietnam
HEALTH AND COMMUNITY
Globalization, Culture and Care
TWO PROGRAMS
Spring semester 1:
Switzerland, India, China, South Africa
Spring semester 2:
USA, Vietnam, South Africa, Brazil
RETHINKING GLOBALIZATION
Nature, Culture and Justice
ONE PROGRAM
Academic year:
USA, Tanzania, India, New Zealand, Mexico
2009/10
www.ihp.edu
IHP is offered in affiliation with:
Printed on recycled paper / Please recycle: pass along to a friend. Photo credits: www.ihp.edu Design: ninagarfinkle.com
INTERNATIONAL HONORS PROGRAM • 566 COLUMBUS AVE., BOSTON, MA 02118 • T 617.375.8101 • F 617.236.0162 • INFO@IHP.EDU • WWW.IHP.EDU
IHP reserves the right to change its policies, curricula or any other matter in this publication without prior notice and to cancel programs and courses. This publication is to be read neither as part of a contractual agreement nor as a guarantee of the classes, courses, or programs
described herein. It is the policy of IHP to provide equal employment and educational opportunities for all persons regardless of race, color, religion, gender, sexual orientation, national or ethnic origin, age, disability or handicap, veteran’s status, ancestry, or place of birth.
World Learning’s academic programs offered through SIT (formerly School for International Training) are accredited by the New England Association of Schools and Colleges, Inc. Inquiries regarding the accreditation status by the New England Association should be direct-
ed to the administrative staff of the institution. Individuals may also contact: Commission on Institutions of Higher Education, New England Association of Schools and Colleges, 209 Burlington Road, Bedford, MA 01730-1433, 781.271.0022, E-mail: cihe@neasc.org.
World Learning, School for International Training, SIT, and The Experiment in International Living are registered trademarks of World Learning Inc. The circle design is a trademark of World Learning Inc.