Global citizenship education in post-secondary institutions: A review of the literature (original) (raw)
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Global citizenship: abstraction or framework for action?
Educational Review, 2006
This paper explores whether the notion of 'global citizenship' is too abstract to be valuable in driving curriculum policy and active citizenship for students. The paper looks firstly at three of the key aspects of an active role: a concern for social justice; rights; and culture and cultural conflict. It then examines actual curricula and programmes of study for global citizenship, and compares the conceptual frameworks, progression routes and emphases within these curricula. It moves on to review the research on teachers' practices and orientations in teaching global citizenship, finding some variation and problems, particularly in areas such as teaching controversial issues. Factors in successful impact of global citizenship education are outlined, such as various forms of democratic decision-making and community service. Constraints are nonetheless identified of curriculum overload, resources, time and confidence. The paper then describes existing research on the needs and wishes of learners within global citizenship. The conclusion confirms the consensus on the importance of global citizenship and argues that it can be turned into a more radical and politicised curriculum area; however, more research is needed on impact of the learning, including research by students themselves.
Abstract: While the concept of global citizenship has a pedigree dating back more than two-thousand years, as well as many current advocates and interpreters, scholarly critics tend to dismiss it as simply incoherent. How, they ask, can it be possible to practice global citizenship in the absence of some global state? This chapter argues that, although the full formal trappings of citizenship are not likely to emerge anytime soon at the global level, individuals can make important contributions toward realizing its substance there. In assuming duties to promote comprehensive rights protections for others who do not share their state citizenship, and promoting the sort of suprastate institutional transformation that could more reliably secure such protections, they can enact some key aspects of global citizenship. Further, such an institutionally developmental approach to global citizenship is shown to be less distinct than claimed from many domestic conceptions, which define citizenship partly in terms of ideals and practices that are acknowledged to need further development.
Justice and Global Citizenship Education
The Palgrave Handbook of Global Citizenship and Education, 2018
Sant, E., Lewis, S., Delgado, S., & Ross, E. W., (2018). Justice and global citizenship education. In I. Davies, L-C Ho, D. Kiwan, C. Peck, A. Peterson, E. Sant & Y. Waghid (Eds.). The Palgrave Handbook of Global Citizenship and Education (pp. 227-243). London: Palgrave Macmillan. In this chapter, we examine justice and global citizenship. More precisely, we discuss how globalization can shed some light to discussions on universal justice and how different approaches to justice can inform more democratic approaches to global citizenship education. We examine three different discourse on justice: economic, recognition and democratic justice. For each discourse, we outline the conceptual underpinnings and we discuss the key implications for global citizenship education. We conclude by examining points of encounter that might help us to identify more justice-oriented practices for global citizenship and education.
Global Citizenship Education: A short Introduction
In this paper, the concept of global citizenship education (GCED), which has increasingly gained importance beyond the English-speaking world in recent years, is presented and critically discussed. It is shown that the true meaning of the concept compared to related pedagogical directions such as global education, global learning or intercultural education is the emphasis of the citizenship concept. This means that GCED cannot be limited to the broadening of horizons, education for moral responsibility and for a global consciousness, but must also broach the issue of the unequal political balance of power and unjust structures on a global scale. Unlike other critical approaches, however, I advocate for not playing the structural and the individual level off against each other. On the contrary, with recourse to the sociologist Derek Layder, I support an integrative approach.
Global citizenship: abstraction or framework for action? PLEASE SCROLL DOWN FOR ARTICLE
This paper explores whether the notion of 'global citizenship' is too abstract to be valuable in driving curriculum policy and active citizenship for students. The paper looks firstly at three of the key aspects of an active role: a concern for social justice; rights; and culture and cultural conflict. It then examines actual curricula and programmes of study for global citizenship, and compares the conceptual frameworks, progression routes and emphases within these curricula. It moves on to review the research on teachers' practices and orientations in teaching global citizenship, finding some variation and problems, particularly in areas such as teaching controversial issues. Factors in successful impact of global citizenship education are outlined, such as various forms of democratic decision-making and community service. Constraints are nonetheless identified of curriculum overload, resources, time and confidence. The paper then describes existing research on the needs and wishes of learners within global citizenship. The conclusion confirms the consensus on the importance of global citizenship and argues that it can be turned into a more radical and politicised curriculum area; however, more research is needed on impact of the learning, including research by students themselves.
Global citizenship: Buzzword or new instrument for educational change?
Europe’s Journal of Psychology
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