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.

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 What are the critical dimensions in Ghana's senior high school social studies curriculum? Under the lens of a critical global citizenship education framework

2019 ◽  
Vol 11 (2) ◽  
pp. 142-158 ◽  
Author(s):  
Simon Eten Angyagre ◽  
Albert Kojo Quainoo
Keyword(s):  
Social Studies ◽  
Citizenship Education ◽  
African Country ◽  
Global Citizenship ◽  
Social Studies Curriculum ◽  
Critical Dimensions ◽  
Global Citizenship Education ◽  
The Social ◽  
Sub Saharan ◽  
School Curricula

A review of school curricula approaches to citizenship formation in a sub-Saharan African education context reveals such practice is still largely focused on a traditional social studies approach. This approach to citizenship development may be limiting in terms of potential to foster students' civic competencies for addressing social injustice associated with the impacts of globalization that impinge on local realities. Drawing on a critical global citizenship education (GCE) framework and GCE core conceptual dimensions developed by UNESCO, this study assessed the critical dimensions of the social studies curriculum for secondary education in one sub-Saharan African country. Through interviews with teachers, focus groups with students and a review of the social studies teaching syllabus, the study revealed limitations in both content and the pedagogical approach to the delivery of Ghana's current social studies curriculum for senior high schools.

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.

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).

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