Characterizing Global Citizenship Education in U.S. International Student Services Office Websites: A Critical Discourse Analysis
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| Title: | Characterizing Global Citizenship Education in U.S. International Student Services Office Websites: A Critical Discourse Analysis |
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| Language: | English |
| Authors: | Ionell Jay R. Terogo, Yun-Han Weng |
| Source: | Journal of International Students. 2026 16(4):139-160. |
| Availability: | Journal of International Students. 4005 Spurgeon Drive #6, Monroe, LA 71203. Tel: 318-600-5743; Fax: 318-342-3131; e-mail: jis@ojed.org; Web site: https://www.ojed.org/index.php/jis/index |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Global Education, Citizenship Education, Foreign Students, College Students, Student Personnel Services, Web Sites, Discourse Analysis, Student Experience, Politics, Institutional Mission, Position Papers, Neoliberalism, Colonialism |
| Geographic Terms: | Arizona, California (Los Angeles) |
| ISSN: | 2162-3104 2166-3750 |
| Abstract: | This study critically examines how U.S. international student service offices (ISSOs) represent global citizenship education (GCEd) on their websites. By employing critical discourse analysis, it explores the discursive and practical strategies used to foster global citizenship among international students. The analysis identifies four key themes: (1) emphasis on "Living in the U.S.", (2) neutrality toward global political issues, (3) lack of explicit GCEd spaces, and (4) inconsistencies in the vision-mission statements. The findings suggest that ISSOs often promote a U.S.-centric, neoliberal, and implicitly colonial framing of GCEd, which may limit the transformative potential of global citizenship. The study proposes a typology of four levels of GCEd engagement as reflected in ISSO language and practices. It argues that higher education institutions must strive for deeper, more critical engagement with global issues if they are to genuinely cultivate global citizenship as an institutional goal in higher education internationalization. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502330 |
| Database: | ERIC |
| Abstract: | This study critically examines how U.S. international student service offices (ISSOs) represent global citizenship education (GCEd) on their websites. By employing critical discourse analysis, it explores the discursive and practical strategies used to foster global citizenship among international students. The analysis identifies four key themes: (1) emphasis on "Living in the U.S.", (2) neutrality toward global political issues, (3) lack of explicit GCEd spaces, and (4) inconsistencies in the vision-mission statements. The findings suggest that ISSOs often promote a U.S.-centric, neoliberal, and implicitly colonial framing of GCEd, which may limit the transformative potential of global citizenship. The study proposes a typology of four levels of GCEd engagement as reflected in ISSO language and practices. It argues that higher education institutions must strive for deeper, more critical engagement with global issues if they are to genuinely cultivate global citizenship as an institutional goal in higher education internationalization. |
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| ISSN: | 2162-3104 2166-3750 |
