The Relationships Between Global Citizenship, Multicultural Personality and Critical Thinking

The COVID-19 crisis is impacting global society in a nearly unprecedented manner. One fractured experience is the 2019/2020 school experience. This calls attention to the impact on students' identity, agency, and sense of place within the world. This search requires exploring the impact rhetoric and sociolinguistics have in and outside of the classroom. Programs utilizing digital tools advance students' identities, honor agency, and understand changes in the world. Allowing students a space to express their experiences, as well as see their peers in various global destinations, begins reflections on how social environments are impacting students. Incorporating conscientious uses of rhetoric and sociolinguistics within one's classroom encourages three learning outcomes for students: 1) it establishes student agency, 2) it helps define and explore the concept of global citizenship, and 3) it encourages students to develop transferable critical thinking skills particularly.

Download Full-text

Towards a pedagogical framework for global citizenship education

International Journal of Development Education and Global Learning ◽

10.18546/ijdegl.8.1.04 ◽

2016 ◽

Vol 8 (1) ◽

pp. 39-56 ◽

Cited By ~ 1

Author(s):

Chloe Blackmore

Keyword(s):

Critical Thinking ◽

Secondary School ◽

Citizenship Education ◽

Teaching And Learning ◽

Analytical Approach ◽

Global Citizenship ◽

Future Research ◽

Global Citizenship Education ◽

Doctoral Research ◽

Pedagogical Framework

Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions. The second part of this paper begins to demonstrate how this framework might be used as an analytical approach in research and evaluation. It draws on observational examples from doctoral research in one English secondary school to identify aspects of critical thinking, dialogue, and reflection in practice, the strategies teachers use to foster these, and the challenges they may face. With development, the framework has potential for application in future research and evaluation into the complex teaching and learning processes involved in global citizenship education.

Download Full-text

Arendt, IB Leadership, and Global Citizenship Education

Educational Reform and International Baccalaureate in the Asia-Pacific - Advances in Educational Marketing, Administration, and Leadership ◽

10.4018/978-1-7998-5107-3.ch018 ◽

2021 ◽

pp. 342-367

Author(s):

Alexander Gardner-McTaggart

Keyword(s):

Critical Thinking ◽

School Leadership ◽

Citizenship Education ◽

Global Citizenship ◽

International Schools ◽

Critical Education ◽

Global Citizenship Education ◽

Leading Schools ◽

Cosmopolitan Education

This chapter explores how the IB operationalises a critical education through its senior school leadership against a backdrop of privilege. It draws upon original interview and observation of six directors in world leading schools. It finds that leadership understands itself as a powerful catalyst for an IB Global Citizenship Education (GCE). However, IB international schools emerge as strongholds of white Anglo-Europeanism with endemic issues of inequity in staffing and thinking which privilege white expatriate staff and continue to reinforce Anglo superiority through an uncritical cosmopolitan education. By deploying the theory of Arendt, this chapter finds the schools struggle to initiate progressive action worthy of their IB mission due to a focus on words over action by appeasing wealth over challenging injustice. The chapter suggests more modelling and less talk of IB and Eastern values and recommends international educators should begin by tackling the injustices and inequities of the international schools themselves, thereby modelling critical thinking in action.

Download Full-text

Review of “Let’s Discuss. Second-Language Learners Share Ideas” by Deanna Kuhn (Wessex Press, 2021)

English Language Teaching and Linguistics Studies ◽

10.22158/eltls.v3n3p12 ◽

2021 ◽

Vol 3 (3) ◽

pp. p12

Author(s):

Chrysi Rapanta

Keyword(s):

Second Language ◽

Critical Thinking ◽

Foreign Language ◽

Language Learners ◽

Cultural Awareness ◽

Second Language Learners ◽

Global Citizenship ◽

Language Teaching ◽

Teaching Curriculum ◽

Citizenship Skills

This review critically presents the “Let’s Discuss. Second-language Learners Share Ideas” monograph by Professor Deanna Kuhn as a classroom manual to be used in the Foreign Language (FL) classroom. Connections between critical thinking, global citizenship and critical cultural awareness, as part of a language teaching curriculum, are made. As a conclusion, “Let’s Discuss” is proposed as adequate to complement current FL curricula focusing on critical and global citizenship skills.

Download Full-text