For as long as the phrase “Think globally, act locally” has been around, its origins have been in dispute. Now, UofGH Program Head of Family & Community Social Services, Paul Sherman, would like to add one more area of contention – that is, its definition. According to Sherman, globalization has given rise to a new reality among social workers, and accordingly, to those studying to work in the field.
In a newly developed curriculum framework, Sherman proposes a mix of interrelated components, aimed to better prepare students for today’s global realities. He shared his framework with academics from across Canada recently, at a philosophy of education conference.
Q&A with Paul Sherman
Q: You say that postsecondary institutions are particularly vulnerable to the pressures of globalization. How so?
A: Globalization intensifies the interconnectedness of people. In doing that, researchers have argued it disrupts social arrangements in society. Examples include migration and refugee issues – and this impacts social service workers as they’re the ones who work directly with these populations in their local communities.
Social service workers need to understand how to deal with issues relating to culture, to displacement. And students today, studying to work in this field, must be aware of these kinds of issues. A global awareness, perhaps even a global identity, have become requisites for success.
Q: What are the challenges associated with educating those who are looking to work in this field?
A: Historically, we’ve focused our education largely around community issues. But if we say that globalization is intensifying interconnectedness, and is becoming increasingly problematic, then what would be helpful is to train those in the helping professions to look at the world through a global citizenship lens.
Q: You’ve developed a framework for educators to use in order to improve the way in which they help to prepare future social workers for today’s realities. Tell me about your framework.
A: It’s based on cosmopolitanism thought and global citizenship education. Cosmopolitanism, to begin, is a philosophy whereby you think about yourself within a larger context – within the world around you. Cosmopolitans consider themselves citizens of the world.
Q: Sounds like it has more to do with identity.
A: Yes, it absolutely does. It is an identity. I consider myself to be Canadian – but also cosmopolitan, if I consider others around the world in such a way that I think of them first. Cosmopolitans are globally aware; they have a loyalty to humankind; they consider all humans to have equal value; they treat everyone as global citizens. Easy to say – not an easy thing to do.
If we say that cosmopolitanism, in a general way, is an appreciation for the equal, moral value of all human beings, then global citizenship acknowledges a respect for cultural diversity, human rights and social justice, empathy for others, responsibility to take action – and most importantly, the interconnectedness of life. A global citizen will look at someone else’s situation, and say that as long as someone else is suffering around the world, then all humanity is suffering.
To really help social service workers manage issues on a global level, we must ensure four interconnected notions are well explored: Endorsement of prosocial values and behaviours; practical knowledge acquisition and experience – this could include studying for a year abroad, or completing placements locally at institutions that work globally; awareness and understanding of global issues; and lastly, applied self-reflection in a globalized world.
If educators use these four cornerstones when developing courses, then there’s a far better chance of graduating students who are more prepared to work given today’s global realities.
Family & Community Social Services
Research at UofGH
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