Author Archives: Admin

Nguyen Anh Tuan

Nguyen Anh Tuan

Chair, International Advisory Committee


Positions

Editor-in-Chief, CEO, Boston Global Forum

Chair, International Advisory Committee, UNESCO  in Global Learning and Global Citizenship Education, UCLA

CEO of Global Citizenship Education Network

Executive Editor, Global Commons Review Magazine, UCLA


Biography

Nguyen Anh Tuan was the Founder and Chairman of the VietNamNet Media Group and the Founder and Editor-in-Chief of VietNamNet Online Newspaper. Tuan was also the Founder and CEO of the VASC Software and Media Company and VietNet, the first Internet service provider in Vietnam.

In 1996,the Government of Vietnam named Tuan among the Top 10 Most Outstanding Young Talentsin the country.

Under Tuan’s leadership, VietNamNet raised significant political topics for reform in Vietnam. He pioneered an interactive live format called the VietNamNet Online Roundtable that allowed online viewers to participate in interviews of leading political, social and cultural figures as well as foreign dignitaries. In 2009, Tuan conceived a global initiative called the World Compassion and Reconciliation Day on September 9th of each year.

In 2007, as a Shorenstein Center’s Fellow, Tuan researched key trends in the development of electronic media in Vietnam.

In 2011, Tuan was a part of the Pacific Leadership Fellows Program at the School of International Relations and Pacific Studies at the University of California in San Diego. That year, he was also a speaker at the prestigious annual Club de Madrid Conference on the subject of Democracy and Digital Technology.

From February 2011 to July 2014 Tuan was an Associate of the Shorenstein Center on Media, Politics and Public Policy, John F. Kennedy School of Government, Harvard University.

Tuan is currently a Visiting Scholar of  College of Communication , Boston University in academic year 2014 – 2015.

In April 2012, Tuan  founded the Tran Nhan Tong Academy.

In December 2012, Tuan co-founded the Boston Global Forum with the Honorable Michael Dukakis who was Massachusetts Governor and U.S. Presidential candidate, and currently serving as member of its Chief Executive Board and Editor-in-Chief .

Also in 2012, together with Ambassador Swanee Hunt,Tuan established the Charles Ansbacher Music Club to bring classical music to people who live in remote and distant locations.

Tuan has been a member of Harvard Business School Global Advisory Board since 2008. He also serves on the Board of Trustees of the Free for All Concert Fund in Boston.

Carlos Alberto Torres Appointed Inaugural UNESCO Chair in Global Learning and Global Citizenship

JULY 20, 2015 By Joanie Harmon

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Carlos Alberto Torres, Distinguished Professor of Education and Director of the UCLA Paulo Freire Institute at the UCLA Graduate School of Education & Information Studies, has been appointed the inaugural UNESCO Chair on Global Learning and Global Citizenship Education, the first such appointment in the University of California system. As one of the world’s most ethnically and culturally diverse learning communities in the world, with its commitment to diversity and equity in education, UCLA and the distinction of housing the first-ever UNESCO Chair of Global Learning and Global Citizenship makes a significant contribution in support of research, teaching, and further dialogue on global citizenship education.

UCLA Wasserman Dean Marcelo Suárez-Orozco underscores the historic appointment of Professor Torres by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as the inaugural UNESCO Chair in Global Learning and Global Citizenship Education at UCLA Ed & IS as “a tribute to the monumental scale of Carlos’ standing in our field. Carlos is a scholar’s scholar, a public intellectual without borders, and the embodiment of engaged citizenship at its best. We are blessed to have Carlos in our faculty.”

The UCLA Graduate School of Education & Information Studies has been selected as a site for a renewable five-year UNESCO Chair because of the graduate school’s commitment to global education and strong alignment with the goals of the specialized agency of the United Nations. UCLA Ed & IS was also supported by the UCLA Academic Senate and the UC Office of the President with their consideration of Professor Torres for this landmark appointment.

“Being the first UNESCO Chair in Global Citizenship Education in the world, and the inaugural holder of the first UNESCO Chair in the University of California humbles me,” says Professor Torres, “helping renewing my commitment to social justice education through teaching, research and lecturing worldwide. My work as a global public intellectual seeks to recognize that peace is an immaterial treasure of humanity, that life, liberty and the pursuit of happiness are inalienable rights of all human beings, and that we need to defend the planet, our only home, promoting planetarian citizenship against predatory cultures. I have always been reminded of the lovely sentence by Paulo Freire in the preface of “Pedagogy of the Oppressed,” words that I made (my credo): “I hope at least the following will endure – my trust in the people and in the creation of a world in which it is easier to love.”

Professor Torres has extensive expertise in the political sociology of education and international and comparative education. His contributions to the growing body of knowledge of Global Citizenship made him an ideal fit for this appointment. As UNESCO Chair in Global Learning and Global Citizenship, Professor Torres will be closely linked to the establishment of a teaching and research hub pertaining to global learning.

The creation of the UNESCO Chair will serve to delineate and present theories and best practices of global citizenship education around the world through the attraction of students and scholars interested in conducting research projects, by fostering various international student and teacher exchanges, and through publications and the creation of a website. Through the building of international networks, the Chair will work to strengthen the cooperation of global learning and global citizenship education between the various institutions of higher education, civil society groups, and development organizations.

The position of Professor Torres as UNESCO Chair will be officially launched this winter, with a formal inauguration to take place at UCLA. He will select eight regions around the world, and within each region key countries will be selected for comparative studies. The work timeline includes research and activities in the Middle East, North and South Africa, South Africa, Asia, Europe, the Americas and the Caribbean, and Oceania. Research in each region will be conducted in a period of two years. In 2016, a regional conference in collaboration with a local institution will be organized to set up the framework for analysis, template for data collection and data analysis, and instruments as well as a timeline for research. A similar conference will be organized at UCLA to present the results of the research, including data analysis and the strategy of dissemination. A new region for each conference will be chosen every 12-15 months, with the research at the conference drawing from topics covered at the previous conference, in order to aim data that is comparable across regions.

As a Freirean scholar and champion of social justice education, Professor Torres looks forward to successfully establishing the high level of research and expertise on global education and citizenship that is needed in a diverse range of nations and regions.

“Being a member of the Argentinean Diaspora and having been forced out of my country because of one of the most brutal dictatorships in the Continent, I become a nomadic scholar – a globetrotter who has managed to work in all continents and in many universities on questions of social justice education and global citizenship,” says Torres. “As a critical theorist, and as a Freirean scholar, I cherish dialogue as a method of civic engagement and deliberation, but also jointly with action research, dialogue is a method of research and praxis.

“Dialogical action in the best of the Freirean and critical theory traditions will animate the research and teaching we plan to do with the UNESCO Chair, but also we hope to participate in international fora to promote these concepts that are so important for the future of humanity. We need to promote a concept of global democratic and multicultural citizenship. Democracy is a messy system, but it has survived because there is a sphere for debates and a set of rules that people follow even if they don’t benefit from them.”

Objectives

The overall purpose of the UNESCO Chair on Global Learining and Global Citizenship Education (GCE) is to construct a “pole of excellence and innovation” in global learning and global citizenship education. This includes but not limited to research, teaching, learning, activism and dialogue about key issues in global learning and global citizenship education and guided by the following objectives:

  • To foster the values, abilities, skills of global citizenship for the current generation of undergraduates attending a global research university.
  • To build an accredited, rigorous, systematic, empirically-based and theoretical-sound research agenda for global learning and global citizenship education at the graduate level, becoming the foci of the most talented graduate students from around the world.
  • To be the lynchpin of the conversation on global learning within UCLA, working and committed to coordinating inter-university programs, institutions, and schools all link to the Chair.
  • To fulfill the requirements of the Education First Initiative as well as the Post-2015 Development Goals, specifically pertaining to global citizenship education.
  • To assist in a deeper theoretical and empirical understanding to the question of how global citizenship can provide value added to the tensions of national citizenship.

UCLA

OUR MISSION

UCLA’s primary purpose as a public research university is the creation, dissemination, preservation and application of knowledge for the betterment of our global society. To fulfill this mission, UCLA is committed to academic freedom in its fullest terms: We value open access to information, free and lively debate conducted with mutual respect for individuals, and freedom from intolerance. In all of our pursuits, we strive at once for excellence and diversity, recognizing that openness and inclusion produce true quality. These values underlie our three institutional responsibilities.

Learning and teaching at UCLA are guided by the belief that undergraduate, graduate and professional school students and their teachers belong to a community of scholars. This community is dedicated to providing students with a foundational understanding of a broad range of disciplines followed by the opportunity for in-depth study in a chosen discipline. All members of the community are engaged together in discovering and advancing knowledge and practice. Learning occurs not only in the classroom but also through engagement in campus life and in communities and organizations beyond the university.

Discovery, creativity and innovation are hallmarks of UCLA. As one of the world’s great research universities, we are committed to ensuring excellence across a wide range of disciplines, professions and arts while also encouraging investigation across disciplinary boundaries. In so doing, UCLA advances knowledge, addresses pressing societal needs and creates a university enriched by diverse perspectives where all individuals can flourish.

Civic engagement is fundamental to our mission as a public university. Located on the Pacific Rim in one of the world’s most diverse and vibrant cities, UCLA reaches beyond campus boundaries to establish partnerships locally and globally. We seek to serve society through both teaching and scholarship, to educate successive generations of leaders, and to pass on to students a renewable set of skills and commitment to social engagement.

UCLA endeavors to integrate education, research and service so that each enriches and extends the others.
This integration promotes academic excellence and nurtures innovation and scholarly development.


CENTERS & INSTITUTES

UCLA INTERNATIONAL INSTITUTE

UCLA INSTITUTE OF AMERICAN CULTURES

THE ASIAN AMERICAN STUDIES CENTER

THE AMERICAN INDIAN STUDIES CENTER

THE RALPH. J. BUNCHE CENTER FOR AFRICAN AMERICAN STUDIES

THE CHICANO STUDIES RESEARCH CENTER

UCLA CENTER FOR 17TH-AND 18TH- CENTURY STUDIES

UCLA INSTITUTE OF THE ENVIRONMENT AND SUSTAINABILITY

CALIFORNIA NANOSYSTEMS INSTITUTE (CNSI)

UCLA ELI & EDYTHE BROAD CENTER FOR REGENERATIVE MEDICINE AND STEM CELL RESEARCH

UNESCO Chair

Carlos Alberto Torres

UNESCO Chair in Global Learning and Global Citizenship Education, UCLA


Positions

  • Distinguished Professor of Education
  • Director, UCLA Paulo Freire Institute
  • UNESCO Chair in Global Learning and Global Citizenship Education, UCLA

Education

  • Post-doctoral scholarship, Department of Educational Foundations, University of Alberta, Canada, 1988
  • Ph.D., International Development Education, Stanford University,1983
  • M.A., International Development Education, Stanford University, 1982
  • M.A., Political Science, Latin American Faculty of Social Science (FLACSO), 1978
  • Teaching Credential, Sociology, Faculty of Science Education and Social Communications, Universidad del Salvador, 1974
  • B. A., Sociology (honors diploma), Faculty of Social Science, Universidad del Salvador, 1974

Teaching & Research Interests

  • Political sociology of education
  • Impact of globalization on K-12 and higher education
  • Intersection of area studies, ethnic studies, and comparative international education
  • Political seconomy of adult education
  • Social theory
  • The life and work of Paulo Freire

Select Publications

Torres, Carlos Alberto. First Freire. Early Writings in Social Justice Education. New York, Teachers College Press, 2014.

Torres, Carlos Alberto, Political Sociology of Adult Education, Rotterdam, Sense Publishers, 2013.

Torres, Carlos Alberto, Globalizations and Education. Collected Essays on Class, Race, Gender, and the State. Introduction by Michael W. Apple, Afterword by Pedro Demo. New York, and London Teachers College Press-Columbia University, 2009.

Torres, Carlos Alberto, Education and Neoliberal Globalization. Introduction by Pedro Noguera. New York, and London, Routledge, 2009.

Torres, Carlos Alberto and Pedro Noguera (Editors) Social Justice for Teachers. Paulo Freire and Education as a Possible Dream. The Hague, The Netherlands, Sense publishers, 2009.

Carlos Mora Ninci and Guillermo Ruiz (Compiladores) Carlos A. Torres et al. La sociología política de la educación en perspective internacional y comparada. Las contribuciones de Carlos Alberto Torres. Buenos Aires, Miño y Dávila, 2008.

Herrera, Linda, and Carlos Alberto Torres (editors) Cultures of Arab Schooling. Critical Ethnographies from Egypt. New York, Suny Press, 2006.

Rhoads, Robert A. and Carlos Alberto Torres, eds. The Political Economy of Globalization: The University, The State and Market in the Americas. Stanford University Press, 2005.

Global citizenship must be placed at the centre of education systems

The great question of global citizenship education is how to build solidarity with people you don’t know, not those you do.

This question formed the basis of the week’s discussions in Paris at the Second UNESCO Forum on Global Citizenship Education (GCED) in support of the UN Secretary General’s Global Education First Initiative.

The conference brought together 250 participants from across the world including teachers, educators, policy-makers, academics, learners and civic society representatives to take part in three plenary meetings and 20 concurrent sessions.  It concluded today [Friday30 January] with recommendations on how to place global citizenship education at the centre of education systems  – whether formal or non-formal.

“There are many reasons to be optimistic but this is not the moment to be satisfied,” said Soo-hyang Choi, Director of UNESCO’s Division for Teaching, Learning and Content. “Global citizenship must be viewed as a life experience and not just a forum for intellectual debates. There must be occasions for learners of all ages to feel that they belong to a common humanity, to understand that they need to take care of others, both those they know and those who, as has been said, they don’t.”

Several key questions were raised during the conference including: can (global) citizenship be taught?  How can we best promote its ‘soft skills’ such as collaborative learning and teamwork to facilitate change? What is the role of all the various stakeholders involved in non-formal and in-formal Global Citizenship Education such as the media, community-based organisations, faith-based organisations and the private sector? “GCED could change people, communities, nations and the world if it is well embedded in the global education system,” said Choong-hee Hahn, Deputy Permanent Representative of the Republic of Korea to the United Nations.

It is important to learn from the past, said Jorge Sequeria, Director of the UNESCO Santiago Office, citing the experience of the World Education Forum in Dakar in 2000 where the framework ‘had the best intentions…but wasn’t used.” There is, therefore, need for a universal education policy reflecting a multi-sectoral approach that could be translated into national agendas.

It is also necessary to consider the role of both teachers and learners in GCED. “Teachers need support in terms of continuous professional development, continuous resources, trust from authority and parents to be fully professionally accountable,” said Susan Hopgood, President of Education International. “Education has the ability to empower communities and a broad and flexible curriculum is crucial to GCED.” Similarly, the needs of learners of all ages should be considered with GCED embodying both lifelong learning and intergenerational learning.

One of the highlights of the Conference was the passionate engagement of youth activists and younger speakers, who lobbied for the importance of implementing GCED at a local level because ‘understanding each other at home might be even more important than understanding each other across borders’.

“We feel it is of the upmost importance to regard youth as major stakeholders in the formal education debate since we are in fact the recipients of said education,” the Conference Youth Delegates said in a statement presented today. “We encourage UNESCO to stimulate non-formal and informal education methods in GCED as a way of reaching the children and youth still out of school for varying reasons.”

The importance of GCED as a tool for forging peace was uncontested. However, “what does it mean to have GCED in a country where the national identity is contested and under construction due to the massive influx of refugees from bordering countries?” asked Aaron Benavot, Director of the UNESCO EFA Global Monitoring Report, citing Lebanon as an example.

The continued implementation of projects such as the UNESCO Clearinghouse on Global Citizenship Education in order to help build a ‘silent revolution’ of learners, educators, states and UNESCO to drive the idea forward is central to ensuring that GCED is mainstreamed. “The concept of Global Citizenship Education needs to be given life beyond discussion rooms and UN documents and become a reality,” said Ms. Choi.

The Forum was organized by UNESCO on the occasion of its 70th Anniversary with the support of Austria, the Sultanate of Oman and the Republic of Korea.

Viewpoint: How to foster global citizenship through education

viewpoint

Global Citizenship, that is a sense of solidarity between citizens across the world, is increasingly important in today’s society. As we grow increasingly connected and interact with many different people so global citizenship teaches people of all ages not simply to understand these differences but to embrace them.

One of the central tenets of global citizenship is Global Citizenship Education (GCED). Teaching children to read and write is no longer enough. The challenges of the 21st century are fundamentally interconnected and education helps us to solve these challenges by promoting care and concern for our global family. GCED instils respect for human rights, social justice, diversity, gender equality and environmental sustainability. Working to attain these attributes helps to produce responsible global citizens.

To help ensure that GCED is integrated in education systems and featured in the future global agenda for education beyond 2015, UNESCO is organizing the Second Forum on Global Citizenship Education (Paris Headquarters, 28-30 Jan 2015)

GCED is about more than simply learning however. It is about actions. By living your life according to the lessons of GCED and promoting those lessons to others, you can make a real difference in the world, as the following interview shows.

Rolando Villamero, 26, Philippines, is founder of an organization known as TOPDAC (Ten Outstanding Persons With Disability in Negros Oriental Alumni Community), empowering people with disabilities and raising awareness of their rights. Rolando is also a member of the United Nations Secretary General’s Global Education First Initiative (GEFI) Youth Advocacy Group (YAG). GEFI advocates for education in three priority areas – put every child in school, improve the quality of education and foster global citizenship. As a youth advocate, Rolando uses GCED to help build and promote initiatives aimed at helping people with disabilities in his home city of Dumaguete in The Philippines.

Q: What does it mean for you to be a global citizen?

 Being a global citizen is more of a process. The very first thing you have to consider is having a deep level of awareness about the idea that we live in one world. I am particularly fond of the Ubuntu saying ‘I am because you are and because you are I am’. In other words everyone is connected and the first step towards global citizenship is having an awareness of one’s community.

Q: How does your work at a local level support global awareness and a global sense of belonging?

 A:  Just having programmes at a local level is the first step to global awareness. To use my own experience – I come from Dumaguete City in the Philippines, one of the country’s smallest regions. Since 2008 I have worked with children with disabilities to ensure that they have an inclusive education, this is the local level. On a global scale I advocate for that work and promote and explain the needs of these children – GCED enables me to share their stories, it gives me a voice and perhaps enables me to influence policy makers. I have also been able to use social media to connect with other people throughout the world and share practises and ideas. This is GCED in action.

Q: Anything else?

Through my work with United Nations Secretary General’s Global Education First Initiative (GEFI) I have met other young people who are advocating for GCED and we’ve shared our different interests and experiences. So I talk about disability and my colleague from Australia advocates for education for indigenous people. We all come together to discuss what can be done and this shows a move from local to global synergy and demonstrates how we can push forward.

Q: Why do you think GCED is so important?

 GCED provides an awareness that we live in one interconnected society and makes us understand how those connections can affect other people. Teaching GCED and learning from it develops an awareness of our respective communities, making us understand that although we belong to one society the people within that society are from many diverse backgrounds. The key, however, is to recognise that awareness alone is not enough, you have to respect and embrace that diversity. One of the most important things about GCED is that it makes you aware of the pitfalls we have in society, the lack of tolerance, the misunderstandings. If we embrace and respect diversity then we can work against that discrimination and prevent isolation. GCED helps us strive towards creating a society for all.

Q: How can we work to better promote GCED throughout the world?

A: We want to create a universal approach but we need to respect context and individual difference at the same time. We need to get a balance between these two things. For example the context and needs of Malawi and The Philippines are very different and when we are promoting GCED we have to consider those different contexts. It’s important that we don’t impose our wishes on other people but that we listen to them.

Q: How does GCED help on a day-to-day basis?

A: It helps people understand that diversity may take different forms. A classroom setting is really a small world in microcosm in which we see a lot of diversity of gender, ethnicity, language and disability. GCED teaches children and their teachers to really appreciate and respect diversity in addition to reflecting on society and what they can bring to the community. The idea of the global citizen must start in the classroom. For example we run a lot of simulation workshops for children, helping them to understand how it feels to be blind or unable to walk and this really helps children without disabilities to understand their classmates. Using GCED to teach diversity to children helps them deal with their classmates and other people they may meet with higher levels of sensitivity and respect.

Q: What are the difficulties in promoting and implementing GCED?

A: The basic issue would be how do we make theory and practice meet? It’s not enough to simply say ‘here’s a paper talking about GCED’ we need to go beyond that and make sure that it’s being implemented practically at a grassroots level. We need to understand not only the politics but also the personal. If people don’t understand what GCED is then they won’t sustain it. The best way to sustain GCED is through the community.