Training for “Global Citizenship” but Local Irrelevance: The Case of an Upscale Nigerian Private Secondary School

2018 ◽  
pp. 73-91
Author(s):  
Chizoba Imoka
Keyword(s):  
Secondary School ◽  
Global Citizenship

A Study on Variables Related to Global Citizenship Teaching Efficacy of Secondary School Pre-service Teachers and In-service Teachers

2017 ◽  
Vol 9 (3) ◽  
pp. 77-104 ◽  
Author(s):  
MiSeok Yang ◽  
◽  
JeongKyoum Kim ◽  
KiDuck Kim ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Global Citizenship ◽  
Teaching Efficacy

scholarly journals The Reality of Education on Global Citizenship in Jordanian Schools

2018 ◽  
Vol 12 (12) ◽  
pp. 128
Author(s):  
Mohammad Saleem AlZboon ◽  
Sarra AbdelHalim AlSleibi ◽  
Nisreen Abdalhafed Alofishat ◽  
Alaa Ahmad Harahsheh
Keyword(s):  
Secondary School ◽  
School Administration ◽  
Secondary School Teachers ◽  
Global Citizenship ◽  
School Curriculum ◽  
Point Of View ◽  
School Teachers ◽  
Knowing That ◽  
The Difference ◽  
School Curricula

The study aimed at identifying the reality of education on international citizenship in Jordanian schools from the point of view of the secondary school teachers in Jordan and knowing that there are statistically significant differences at the level of (α = 0.05) in the sample of the study due to gender, specialization and years of experience. The study consisted of (33) items divided into (3) areas (school administration, school curriculum and teacher), and the sample of the study consisted of (516) teachers and teachers of secondary school in Balqa Governorate. the tool. The results showed that the reality of education on global citizenship in Jordanian schools from the point of view of teachers came to a medium degree of the tool as a whole, and where the order of areas as follows: teacher, school administration, school curriculum. The results also showed that there were significant differences in (α = 0.05) in the field of school administration due to the gender variable and for the benefit of males, and there were no statistically significant differences in the school curriculum, teacher and the tool as a whole due to gender variable. (1 to 5 years), and there were no statistically significant differences in the school curricula, school administration, and the whole instrument due to the difference in specialization. For the variable of experience of the recommendations in the light of the results reached by the need to rehabilitate and train teachers and school administrations on how to achieve education on global citizenship by subjecting them to multiple training programs before and during the service and the need to include values, knowledge and skills of education on global citizenship in the school curriculum more clearly and accurately. Which is based on critical thinking, problem solving, cooperative work and work through projects.

Global citizenship education and Hong Kong’s secondary school curriculum guidelines

2015 ◽  
Vol 4 (2) ◽  
pp. 221-247 ◽  
Author(s):  
Eric K. M. Chong
Keyword(s):  
Secondary School ◽  
Civic Education ◽  
Global Citizenship ◽  
School Curriculum ◽  
Content Type ◽  
Documentary Analysis ◽  
The World ◽  
Curriculum Guidelines ◽  
Secondary School Curriculum ◽  
Taking Action

Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines. Design/methodology/approach – This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines. Findings – From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations. Originality/value – This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.

scholarly journals The contribution of empathy-based pedagogy in global citizenship education: Kazakhstani context

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Natalya Hanley
Keyword(s):  
Secondary School ◽  
Strong Evidence ◽  
Citizenship Education ◽  
Secondary School Students ◽  
Research Study ◽  
Global Citizenship ◽  
Critical Discussion ◽  
School Students ◽  
Global Issues ◽  
Cultural Features

This article is based on a research study that implemented an empathy-based pedagogy (EBP) in three schools in Kazakhstan with the aim of understanding how secondary school students can learn about global issues and what challenges the teachers faced. It reflects on findings which provide strong evidence that walking in the shoes of other people encouraged the students to participate in critical discussion, deepen their knowledge and become emotionally engaged with global issues. It also explores some of the challenges created by conceptual confusions related to the cultural features within Kazakhstani society.

scholarly journals Developing global citizenship through real-world tasks – a virtual exchange between North American university students and Italian upper-secondary school students

2020 ◽  
pp. 147-155
Author(s):  
Roberta Trapè
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Real World ◽  
Global Citizenship ◽  
Significant Degree ◽  
Virtual Space ◽  
Upper Secondary School ◽  
School Students ◽  
American University ◽  
Upper Secondary

This paper concerns a virtual exchange project between the University of Virginia (UVa), United States, and an upper-secondary school in Pavia, Italy. Centred on the question of gender equality, the project has been designed to take place over three years (2018–2021) with a direct reference to Robert O’Dowd’s transnational model of virtual exchange for global citizenship education, proposed in 2018. As an integrated part of the language learning curriculum, the project creates a virtual space which parallels the space-time of traditional class tuition, and which students can inhabit with a significant degree of autonomy. More specifically, this paper gives an account of how students, through real-world tasks, could develop global citizenship.

Global Citizenship of Secondary School Students in Bangkok, Thailand

2018 ◽  
Vol 27 (3) ◽  
pp. 77-89
Author(s):  
Pawinyaphat Woraphan ◽  
Kittikoon Rungruang
Keyword(s):  
Secondary School ◽  
Secondary School Students ◽  
Global Citizenship ◽  
School Students
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