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Reflections on Teaching a Global Markets Course at Jesuit Commons: Higher Education at the Margins

Reflections on Teaching a Global Markets Course at Jesuit Commons: Higher Education at the Margins

Vivian Faustino-Pulliam (University of San Francisco, USA), Carlos Ballesteros Garcia (Universidad Pontifica Comillas, Spain), and Mirjeta Beqiri (Gonzaga University, USA)
Copyright: © 2016 |Pages: 17
DOI: 10.4018/978-1-4666-9784-3.ch001
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Abstract

In a world, increasingly confronted with conflict and various social issues, universities play a larger role in regards to understanding how education can be best deployed to advance social justice, freedom, equality, and human development. This chapter aims to share with readers - students and educators - valuable insights gathered from the online teaching experience of three educators based in various parts of the globe, who have come together “virtually” to teach a global markets course to refugees and indigenous people of diverse cultural backgrounds from various refugee camps in Africa- Kakuma, Kenya and Dzaleka, Malawi, and Amman in Jordan. The chapter provides insights into how digital pedagogy, culturally relevant curriculum design, support from community partners and commitment from volunteer educators can sustain the goal of educating those at the margins and promote social change towards sustainable human development.
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Background

Jesuit Commons: Higher Education at the Margins (JC:HEM) is an initiative of the Society of Jesus that brings Jesuit higher education to individuals at the margins of society. Its services include:

  • 1.

    Bringing together those who would normally be unable to access higher education, with institutions seeking a practical way to provide education where it is needed most.

  • 2.

    Enabling collaboration to fully and freely create a global, virtual, and immersive learning environment through which Jesuit higher education can be delivered in a manner that is scalable, sustainable, and transferable.

  • 3.

    Promoting human dignity and gender equality among educators and learners.

  • 4.

    Giving life to the principles of Ignatian pedagogy by offering higher education that is capable of resulting in transformational learning.

  • 5.

    Sharing the common human and spiritual values of all religions and cultures (“JC:HEM,” n.d. para. 1-3)

Access to Higher Education

Higher education is the strongest, sturdiest ladder to increase socio-economic mobility. – Drew Faust, President Harvard University, Davos WEF, January 2015

In today’s borderless society, where every economy strives to achieve a deeper level of integration while benefitting from evolving globalization, it is no longer impossible to provide access to higher education to those who need it most. Many parts of Africa, Asia, and other less developed nations are struggling with poverty, inequality, and other social issues. To alleviate these ills, many supranational institutions, such as United Nations’ UNICEF, UNDP, UNIDO, the World Health Organization, the World Bank, and ILO, among many other organizations, have focused their attention on these issues. Numerous studies have reflected on and argued that education is a ticket to social mobility. Open to people of all faiths, the JC:HEM program draws on the rich and centuries-long Jesuit tradition of higher education and mobilizes the resources of the worldwide network of Jesuit educational institutions.

There are two programs that JC:HEM offers: a diploma in Liberal Studies and a non-credit certificate in the Community Learning Service Track. The authors have taught in the diploma program, which is granted by Regis University. Under this setup, courses are donated by various Jesuit universities and are taught by different volunteer faculty members.

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