Education for Global Citizenship

2017 ◽  
Author(s):  
Carlos Alberto Torres
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Nation State ◽  
Classical Liberalism ◽  
Global Commons ◽  
Global Citizenship Education ◽  
New Challenges ◽  
Global Peace

The emergence of post-national citizenships questions the principles and values as well as the rights and responsibilities in which national citizenships were founded. Does this new reality reflect a crisis of classical liberalism and particularly of its neoliberal declination facing the new challenges of globalization and diversity? Multiculturalism, one of the answers to the dilemmas of citizenship and diversity shows signs of crisis. In these context concepts such as cosmopolitan democracies and global citizenship education have been invoked as solutions to the possible demise of the regulatory power of the nation-state and failed citizenship worldwide. The implementation of the Global Education First Initiative (GEFI) in 2012 by the UN Secretary Ban Ki-moon sets a new program for education where Global Citizenship Education is predicated as a resource to enhance global peace, sustainability of the planet, and the defense of global commons.

scholarly journals Multicultural and Global Citizenship in a Transnational Age: The Case of South Korea

2010 ◽  
Vol 12 (1) ◽  
Author(s):  
Seungho Moon
Keyword(s):  
South Korea ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Final Part ◽  
Nation State ◽  
Global Citizenship Education ◽  
Global Age ◽  
Multicultural Citizenship ◽  
Transnational Age

Transnational flows and influx influence perspectives about the concepts of citizenship limited within nation-state borders. The author challenges liberal assimilationist conceptions of citizenship education in order to explore possibilities for the advancement of both multicultural citizenship and global citizenship education. He situates South Korea’s case within this discourse and suggests multicultural citizenship and global citizenship education as alternative, defensible, and appropriate paradigms at the transnational and global age. In the final part of the paper, he discusses the implications of this paradigm for citizenship education in South Korea.

Organizational and pedagogical conditions for global citizenship education in the process of foreign language teaching of bachelors in humanities

2021 ◽  
pp. 42-52
Author(s):  
Olga M. Sherekhova
Keyword(s):  
Foreign Language ◽  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Language Education ◽  
Foreign Language Education ◽  
Successful Implementation ◽  
Innovative Teaching ◽  
Global Citizenship Education ◽  
Global Challenges

Since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) in 2012 global citizenship education including the formation of the younger generation’s readiness to live in a “universal world” has been one of the modern education priorities. Having analyzed scientific research in the field of global citizenship, the international experience of global citizenship education, as well as the current situation in the world, we substantiate the need for the global citizenship formation among university students. We define the organizational and peda-gogical conditions for the global citizenship education of bachelors of humanities in the foreign language education process. We believe that for the successful implementation of this goal, the teacher must be aware of the need for global citizenship education, possess knowledge related to the phenomenon of global citizenship, which will allow him/her to effectively manage the learning process and interact with students. It is also very important to create the environment that provides an atmosphere of cooperation, active behavior, and broad scope for initiative, where intersubjective relationships based on mutual respect, mutual trust, and acceptance of each other as values are of primary importance. We describe the experience of integrating the course “Facing Global Challenges” into the process of foreign language education. It provides an understanding of global governance structures, the Sustainable Development Goals, the importance of the connection between global, national and local systems and processes. It has been proved that systematic use of innovative teaching methods will contribute to the development of students’ global thinking, the development of skills, values and attitudes necessary for active interaction in solving global challenges to humanity.

Reconceptualizing Geography as Democratic Global Citizenship Education

2009 ◽  
Vol 111 (11) ◽  
pp. 2647-2677
Author(s):  
William Gaudelli ◽  
Elizabeth Heilman
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Democratic Theory ◽  
Global Citizenship ◽  
Secondary Analysis ◽  
Geography Education ◽  
Democratic Citizenship ◽  
Global Citizenship Education ◽  
The Social ◽  
Geographic Knowledge

Background Geography education typically appears in school curricula in a didactic or disciplinary manner. Yet, both the didactic and the disciplinary approach to geography education lack a serious engagement with society, politics, and power, or democratic theory. We suggest, from Dewey, that most students, the social studies, and indeed society are not well served by these approaches, particularly as we confront global challenges that demand geographic knowledge and insight. Purpose We propose that geography can and should reflect the interests of students and society and thus be what Dewey calls psychologized through a democratic vision of global citizenship education (GCE). Toward that end, we develop a typology of global education to identify those types most congruent with democratic citizenship (cosmopolitan, environmental, and critical justice) and those less congruent (disciplinary, neoliberal, and human relations). Drawing on our typology, we show how GCE can be a point of synthesis in practice, bringing together global education and reconstituted geographic knowledge. Research Design The method of this article is a secondary analysis of literature in democratic theory, global citizenship education, and geography education that synthesizes points of overlap. Conclusions Based on this analysis, we recommend that geography curriculum should be remade within a vision similar to GCE so that space and place can be socially understood.

scholarly journals Teacher-Initiated, Student-Centered Global Education in a K to 8 School

2007 ◽  
Vol 4 (2) ◽  
Author(s):  
Michael O'Sullivan ◽  
Diane Vetter
Keyword(s):  
Elementary Teachers ◽  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Global Perspective ◽  
Or Education ◽  
Student Centered ◽  
Global Citizenship Education ◽  
Approach To Teaching

Despite a growing recognition that established notions of democracy, nationhood, citizenship, and ethnicity are giving way to emerging notions of democratic, multicultural, global citizenship, there are few curricular guidelines to achieve this expectation. This is especially the case at the elementary level where there isn’t even a consensus that such an approach is appropriate. Faced with this lack of consensus and the resulting lack of curricular leadership and driven by the need to respond to the needs and interests of their students, elementary teachers, influenced by the particularities of their local circumstances, follow their instincts and rely on each other with respect to how to teach what is variously called global education, global citizenship education, or education from a global perspective. Elementary teachers are reshaping the practice of what is referred to in this paper as global (citizenship) education at the classroom level. While such innovations can frequently lead to creative results, they can also result in highly idiosyncratic interpretations of what constitutes the most effective approach to teaching from a global perspective or what constitutes global citizenship. This paper is a case study of the efforts of the staff of one small-town Ontario elementary school to infuse a global perspective throughout the grades from K to 8 and across the curriculum.

scholarly journals The Role of a Responsible Global Citizen (Gitizen) in the 21st Century: The Need, the Challenges and the Future

2019 ◽  
Vol 10 (1) ◽  
pp. 7-18
Author(s):  
Uchit Kapoor ◽  
Robert Seinfield
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Global Dimension ◽  
Learning Objectives ◽  
Policy Makers ◽  
Global Citizenship Education ◽  
Political Economic ◽  
Informal Settings

UNESCO promoted global citizenship (gitizenship) since the launch of the UN Secretary-General’s Global Education First Initiative (GEFI) on August 22nd2012, which made fostering global citizenship one of its three priorities. This is a pedagogical guidance on global citizenship with 3 major outcomes: Education,Defense and Trade. (Taylor, 1997). It is the prerogative of the international community to clarify the conceptual underpinnings of global citizenship and providepolicy and programmatic directions, this paper which is to a large extent conceptual and directive in nature has been developed in response after deeply studying the needs and demands of and on integrating global citizenship in most of the active countries in the world. It presents suggestions for translating global citizenship education concepts into practical and age specific topics learning objectives in a way that follows principles of adaptation in local contexts.It is intended as a resource for educators, curriculum developers, trainers as well as policy-makers, but it will also be useful for other education stakeholders working in non-formal and informal settings. Global citizenship encompasses a sense of belonging to whole humanity and common mankind. It emphasizes political, economic, social and cultural interdependency and interconnectedness between the local, the national and the global. Growing interest in global citizenship has resulted in an increased attention towards global dimension of citizenship, education, policy, curricula, teaching and learningThey can serve as the basis for defining global citizenship goals, learning objectives and competencies, as well as priorities for assessing and evaluating learning. These core conceptual dimensions are based on three domains of learning: cognitive, socio-emotional intelligence and global citizenship education (Freud, 1905).

scholarly journals Decolonial options and foreclosures for global citizenship education and education for sustainable development

2020 ◽  
Vol 4 (1) ◽  
pp. 66-83 ◽  
Author(s):  
Karen Pashby ◽  
Louise Sund
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Secondary School Teachers ◽  
Global Citizenship ◽  
National Policy ◽  
Global Learning ◽  
Global Citizenship Education ◽  
Teachers Perceptions ◽  
Global Issues ◽  
Upper Secondary

This article builds from scholarship in Environmental and Sustainability Education and Critical Global Citizenship Education calling for more explicit attention to how teaching global issues is embedded in the colonial matrix of power (Mignolo, 2018). It reports on findings from a study with secondary and upper secondary school teachers in England, Finland, and Sweden who participated in workshops drawing on the HEADSUP (Andreotti, 2012) tool which specifies seven repeated and intersecting historical patterns of oppression often reproduced through global learning initiatives. Teachers reacted to and discussed the tool and considered how it might be applied in their practice. The paper reviews two of the key findings: a) the relationship between formal and nonformal global education and mediation of mainstream charity discourses, and b) emerging evidence of how national policy culture and context influence teachers’ perceptions in somewhat surprising ways.  

scholarly journals Practical implementation of global citizenship education at the Slovak University of Agriculture

2016 ◽  
Vol 8 (1) ◽  
pp. 57-77
Author(s):  
Anna Mravcová
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Global Citizenship ◽  
Current Situation ◽  
Educational Process ◽  
Practical Implementation ◽  
Development Education ◽  
Global Citizenship Education ◽  
Global Issues ◽  
New Perspective

Global citizenship is still a relatively new concept concerned mainly with the growing prominence of global and development education issues. The importance of this phenomenon is increasing in the area of education, which must be able to respond to the interconnection and interdependency of the current world. There is an effort to support implementation of global issues in the educational process at all its levels, including higher education where the unsatisfactory situation is most visible. Global citizenship is one of the fundamental pillars of global education. Its aim is to show citizenship from a new perspective. It provides information and knowledge about the modern diversified world where each diversity has its own place and importance, and about the problems that have been expanding worldwide. It should bring people to the understanding that they are part of a global entity and so everyone should accept their place and role in it. For this purpose people have to be educated. Therefore, global citizenship education should form an integral part of educational processes at all levels today. The aim of this paper is to present the current situation of global citizenship education and the process of implementation and emphasizing global citizenship at Slovak University of Agriculture, mainly through the critical analyses of the current situation in this field in Slovakia, and selected activities.

scholarly journals Implementing global citizenship education in EU primary schools: The role of government ministries

2018 ◽  
Vol 10 (1) ◽  
pp. 21-38 ◽  
Author(s):  
Massimiliano Tarozzi ◽  
Carla Inguaggiato
Keyword(s):  
Citizenship Education ◽  
Primary Schools ◽  
Global Education ◽  
Structural Changes ◽  
Global Citizenship ◽  
Educational Policies ◽  
Role Of Government ◽  
Global Citizenship Education ◽  
Political Discourses ◽  
School Curricula

According to recommendations of the UN Secretary General's Global Education First Initiative, countries and regions require a number of structural changes if they are to implement educational policies and practice based on global citizenship education, and to promote respect and responsibility across cultures. In this paper, we present the first results of a three-year project to compare existing educational policies, strategies and school curricula in ten European Union (EU) countries (Austria, Bulgaria, Czech Republic, France, Ireland, Italy, Latvia, Spain, Portugal, UK) to ascertain the current level of such structural changes. Through a comparative policy analysis, we investigated whether, to what extent, and how global citizenship education is integrated within primary school curricula. The article focuses on national governmental agencies – specifically two main bodies in each country, the ministries of foreign affairs and education – and their political discourses. We argue that the gap between the two traditions, with separate approaches, purposes, concepts and bureaucracies, represents a strategic political challenge for the introduction of global citizenship education in primary schools.

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