Putting global citizenship at the heart of global learning: a critical approach

Geography ◽  
2015 ◽  
Vol 100 (2) ◽  
pp. 76-83 ◽  
Author(s):  
John Huckle
Keyword(s):  
Global Citizenship ◽  
Global Learning ◽  
Critical Approach

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.

scholarly journals Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Education Abroad

2020 ◽  
Vol 32 (1) ◽  
pp. 33-59
Author(s):  
Eric Hartman ◽  
Nora Pillard Reynolds ◽  
Caitlin Ferrarini ◽  
Niki Messmore ◽  
Sabea Evans ◽  
...  
Keyword(s):  
Case Studies ◽  
Students Of Color ◽  
Global Citizenship ◽  
Interactive Effects ◽  
Cultural Humility ◽  
Global Learning ◽  
Education Abroad ◽  
Diversity And Inclusion ◽  
Local Justice ◽  
Diverse Community

This article draws on existing literature, a large, multi-institutional dataset, and several case studies to explore two empirical questions: Do students of color (SOC) differ from white students in statistically significant ways, in respect to the global learning goal of cultural humility? And what interactive effects do students and faculty from diverse backgrounds, diversity and inclusion advocacy, and diverse community contexts have on one another? We draw on existing literature and quantitative data to demonstrate that SOC tend to bring strengths to global learning experiences. We share several case studies to demonstrate how those strengths may lead to specific alliances regarding justice work in host communities, complicating any conception of students as visitors unattached to local justice struggles. Throughout the article, we draw on current literature and practice to present several questions at the intersections of education abroad, diversity, equity, inclusion, community-based global learning, and critical global citizenship.

scholarly journals SOBRE PAULO FREIRE E OS ATUAIS DESAFIOS PARA A EDUCAÇÃO: entrevista com Carlos Alberto Torres

2017 ◽  
pp. 326-333
Author(s):  
Equipe Editorial Movimento - revista de educação
Keyword(s):  
Los Angeles ◽  
Citizenship Education ◽  
Buenos Aires ◽  
Global Citizenship ◽  
Paulo Freire ◽  
Sao Paulo ◽  
University Of California ◽  
São Paulo ◽  
Global Learning ◽  
Global Citizenship Education

Entrevista realizada com Carlos Alberto Torres, sociólogo nascido na Argentina, com Mestrado em Ciências Sociais, Doutorado em Educação Internacional e Desenvolvimento e pós-doutorado em Fundamentos Educacionais. Professor de Ciências Sociais e Educação Comparada na University of California, Los Angeles-UCLA. Diretor Fundador do Instituto Paulo Freire de São Paulo/BRA, Buenos Aires/ARG e da UCLA/USA. Autor de mais de 60 obras, ocupa a UNESCO Chair in Global Learning and Global Citizenship Education, na UCLA, desde 2015. A entrevista recupera a convivência entre o entrevistado e Freire, a recepção às ideias do educador pernambucano na UCLA, problematizando, ainda, questões centrais para uma agenda educacional na atualidade.

Emergent constellations: Global citizenship education and outrospective fluency

2018 ◽  
Vol 17 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Nicholas Palmer
Keyword(s):  
Learning Community ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Global Citizenship ◽  
Communicative Action ◽  
Essential Element ◽  
First Century ◽  
Global Learning ◽  
Global Citizenship Education ◽  
The Individual

Global citizenship education (GCE) is an essential element of twenty-first-century teaching and learning. For some, GCE signifies an attitude of cosmopolitan purpose, placing humanity ahead of self. For others, GCE embodies a fractured sense of both learner and educator identity. For a third group, GCE is a critical interrogation of pervasive norms. How schools practise GCE, despite globalised rhetoric, poses challenges for educators and students alike. In this article, research is presented from an ongoing study into the activation of GCE in a single international school. The conceptualisation developed as part of the research is aimed at reconciling the individual learner and the learning community, without losing the strengths of either. Underpinned by Habermas’ (1984) Theory of Communicative Action and Krznaric’s (2014) outrospective empathy, outrospective GCE features pathways towards mindful-yet-active global learning. The conceptualisation presented in this article, although reflective of universal ideas, does not account for all cases and contexts. Instead, outrospective GCE applies to educators seeking a means of engaging with and enlivening situated GCE innovation.

All the Difference in the World: In Search of a Critical Cosmopolitan Pedagogy for Global Citizenry

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Kaan Agartan ◽  
Alexander Hartwiger
Keyword(s):  
Global Economy ◽  
Global Citizenship ◽  
Pedagogical Practices ◽  
Global Learning ◽  
Global Citizen ◽  
Global Citizens ◽  
The World ◽  
Course Experience ◽  
The Difference ◽  
Global Citizenry

AbstractAs the idea of citizenship has become a token for increasingly exclusionary manifestations of national identity, this article is a call for higher education institutions to honor their commitment to cultivating global citizens, yet with significant caveats. We argue that the proliferation of global learning initiatives in an increasingly neoliberalized university promotes a particular type of global citizen: a well-trained employee with intercultural skills which facilitate access to the global economy, and a global consumer of world cultures with no true commitment to global social justice. By offering a critique of pedagogical principles upon which global citizenship education is currently built, this article aims to demonstrate that the obligation to produce critical and civically engaged global citizens is not only urgent but also possible through novel pedagogical practices. Drawing on a semester-long partnership between two linked courses, we conclude that the interdisciplinary linked-course experience not only helps students delve into a conversation with what it means to be a global citizen in ways not possible through conventional pedagogical practices, but also allows instructors to explore new spaces that humanize abstract formulations of global citizenship for an ethical imperative towards the world and all its inhabitants.

Seeing the forest for the trees: The International Baccalaureate Primary Years Programme exhibition and Global Citizenship Education

2016 ◽  
Vol 15 (3) ◽  
pp. 208-223 ◽  
Author(s):  
Nicholas Palmer
Keyword(s):  
Citizenship Education ◽  
International Baccalaureate ◽  
Global Citizenship ◽  
Communicative Action ◽  
Current Theory ◽  
Fifth Grade ◽  
Small Scale ◽  
Global Learning ◽  
Global Citizenship Education ◽  
Primary Years Programme

The purpose of this research was to determine the depth and scope of Global Citizenship Education (GCE) through the International Baccalaureate (IB) Primary Years Programme (PYP) exhibition. The small-scale qualitative study describes how a fifth-grade cohort and teachers at The International School of Azerbaijan uncover GCE in situ. Drawing on GCE literature, including Irene Davy’s IB position paper and UNESCO’s Global Citizenship: Education Topics and Learning Objectives, the study seeks to align current theory on GCE and the components of the exhibition. The research is underpinned by communicative action and reflection, denoting a critical stance on epistemology. The resulting conceptual GCE framework positions authentication, co-creation and substantiation as key enabling features of the PYP exhibition. As the presented framework is based on practice, the key assertions are applicable to educators, schools and networks seeking to enliven contextual modes of global learning.

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