Toward Global Citizenship: Internationalization of Adult Education in Canada and the US
Bibliographic record
Abstract
Zha (2003) argues that internationalization will become increasingly important in the higher education sector because academic and professional requirements for graduates increasingly reflect the demands of the globalization of societies, economy, and labor markets, and as a result, higher education must provide adequate preparation to meet these requirements. Similarly, Ramdas (1997) suggests that adult education is uniquely positioned to make an empowering intervention on behalf of the underprivileged in every society, and in order to do that, adult educators must internationalize the curricula in order to prepare global citizens to contest the negative impact of globalization. To the end, the purpose of this study was to examine the extent to which adult education faculty and programs in Canada and the US were preparing global citizens as evidenced by the internationalization of research, curricular, and pedagogy. Data were collected through analyses of AERC and CASAE conference proceedings (1995-2010) and program offerings from Internet sites of selected adult education programs. The findings suggest that adult educators of higher education must make more purposeful attempts at the internationalization of research, curricula, and pedagogy that would highlight and contest the hegemonizing effects of globalization on individuals and societies and work to prepare graduates for responsible global citizenship in a civil society.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".