scholarly journals Education for Citizenship Education and Social Justice in Northern Ireland

2016 ◽  
pp. 523-544 ◽  
Author(s):  
Tony Gallagher ◽  
Gavin Duffy
Keyword(s):  
Social Justice ◽  
Northern Ireland ◽  
Citizenship Education

scholarly journals Politics of citizenship during the COVID-19 pandemic: what can educators do?

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Adeela Arshad-Ayaz ◽  
M. Ayaz Naseem
Keyword(s):  
Public Health ◽  
Social Justice ◽  
Educational System ◽  
Citizenship Education ◽  
Environmental Stewardship ◽  
Death Rates ◽  
New Normal ◽  
The Public ◽  
The Social ◽  
Fault Lines

AbstractAs a once in a 100 years emergency, the COVID-19 pandemic has resulted in repercussions for the economy, the polity, and the social. Also, the ongoing pandemic is as much a teaching moment as it to reflect on the lack of critical citizenship education. The fault lines of the health system have become visible in terms of infection and death rates; the fault lines of the educational system are now apparent in the behavior of the citizens who are flouting the public health guidelines and, in certain cases, actively opposing these guidelines. The main objective of this commentary is to initiate a dialogue on the social contract between the state and the subjects and to see how education and educators can respond to the challenge of the new normal. It is contended that education under the new normal cannot afford to keep educating for unbridled productivity education under the new normal. It must have welfare, human connections, ethical relationships, environmental stewardship, and social justice front and center.

Citizenship Education in England, Ireland and Northern Ireland

2002 ◽  
Vol 37 (2) ◽  
pp. 179-191 ◽  
Author(s):  
David Kerr ◽  
Stephen McCarthy ◽  
Alan Smith
Keyword(s):  
Northern Ireland ◽  
Citizenship Education

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals Enacting Critical Citizenship: An Intersectional Approach to Global Citizenship Education

Societies ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 91
Author(s):  
Maayke de Vries
Keyword(s):  
Social Justice ◽  
Social Action ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Shared Responsibility ◽  
Critical Approach ◽  
Global Citizenship Education ◽  
Marginalized Communities ◽  
Black Feminists ◽  
Critical Interpretation

Global citizenship is a popular concept that was fully embraced by UNESCO in 2015 with a framework for Global Citizenship Education (GCE). This pedagogical guidance can be characterized as transformative since it aims to foster reflective citizens who contribute to building a more inclusive, just, and peaceful world. Thus, GCE allows educators to take a critical approach to their teaching, hereby articulating a clear social justice orientation towards citizenship education. However, recent studies indicate that most interpretations and thus implementations of GCE do not translate into a social action approach. Therefore, this article conceptualizes an intersectional approach to GCE, to make a critical approach of GCE more likely by practitioners. Intersectionality was developed by Black feminists in the US, to highlight structural oppressions and privileges on the basis of analytical categories. Intersectionality, furthermore, allows for opportunities to recognize resilience and resistance in marginalized communities. Therefore, an intersectional approach to GCE would develop sensibilities among students to understand global structures of oppression and domination on the basis of analytical categories like race, gender, and class. This knowledge would lead to an awareness of one’s own complicity and shared responsibility, resulting in deliberations and eventually political actions. The overall aim is to provide practitioners with a concrete suggestion of a critical interpretation of GCE, to show its potential as a social justice-orientated framework for educators in especially continental Europe.

Global citizenship education: A new ‘moral pedagogy’ for the 21st century?

2020 ◽  
Vol 19 (6) ◽  
pp. 506-524
Author(s):  
Sara Franch
Keyword(s):  
Social Justice ◽  
International Education ◽  
21St Century ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Ideal Types ◽  
Educational Discourse ◽  
Global Citizenship Education ◽  
International Education Policy ◽  
Moral Structure

In the past two decades global citizenship education (GCE) has become established in national and international education policy. This article focuses on the emergence of GCE in the educational discourse of the Province of Trento in northern Italy and outlines how policymakers and teachers construct GCE as a pedagogical framework for schooling in the 21st century. Combining the perspectives that emerge from the scholarly literature with the findings of a qualitative study based on Constructivist and Informed Grounded Theory, the article proposes a typology of GCE ideal-types. The typology illustrates two ‘mainstream ideal-types’ of GCE (neo-liberal human capitalism and cosmopolitan humanism) and two ‘critical ideal-types’ (social-justice activism and critical counter practice). In the province studied, the dominant perspective is cosmopolitan humanism. GCE is essentially conceptualised as a ‘new moral pedagogy’ that reflects adherence and commitment to a universal moral structure based on humanistic cosmopolitan values. The author believes that critical GCE perspectives in line with social-justice activism and critical counter practice should find expression in both policies, curricula and practices. However, this is recognised as a challenge which could be partially addressed through teacher education and an alliance between academia and practice.

scholarly journals Building bridges of peace in a Jewish-Palestinian Village in Israel: A role model for social justice and citizenship education

2008 ◽  
Vol 4 ◽  
Author(s):  
Grace Feuerverger
Keyword(s):  
Social Justice ◽  
Citizenship Education ◽  
Role Model

Neve Shalom/Wahat Al-Salam (the Hebrew and Arabic words for “Oasis of Peace”) is a village that began as an intercultural experiment. There, Jews and Palestinians founded a community aimed at demonstrating the possibilities for living in peace – while maintaining their respective cultural heritages and languages. This paper explores the psychological, social and personal dimensions of this unique educational endeavour and draws the reader into the complex journey of Jews and Palestinians who are trying to break down barriers of fear and mistrust that have saturated their daily existence. Feuerverger explore the deep woundings and sense of victimhood that both peoples – Jews and Palestinians – feel in very different ways. This ethnography was written from the heart and it certainly offers some hope in a time of darkness. It invites us all to become fellow dreamers of peace.


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