Global Citizenship Education Through Collaborative Online International Learning in the Borderlands: A Case of the Arizona–Sonora Megaregion

2019 ◽  
pp. 102831531988888
Author(s):  
Carmen King de Ramirez
Keyword(s):  
Second Language Acquisition ◽  
Service Learning ◽  
21St Century ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
Diverse World ◽  
International Learning ◽  
Citizenship Skills ◽  
Positive Results

Scholars have argued that 21st century educators have the responsibility to incorporate global citizenship activities into academic curricula to meet the demands of an increasingly diverse world. Approaches to global citizenship education that have rendered positive results include service-learning, critical thinking activities, second language acquisition, and international exchanges. The current study explores a Collaborative Online International Learning (COIL) project carried out between university students enrolled in universities located in the Arizona-Sonora Megaregión. The study found that before students participated in COIL they demonstrated a limited understanding of their neighboring country. At the conclusion of the COIL project students demonstrated global citizenship skills such as the ability to analyze international relationships, critically consume media, and make identify points of global interconnectedness.

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 Rethinking adult learning and education as global citizenship education: A conceptual model with implications for policy, practice and further research

2021 ◽  
Vol 13 (1) ◽  
Author(s):  
Marcella Milana ◽  
Massimiliano Tarozzi
Keyword(s):  
Social Justice ◽  
Adult Education ◽  
Transformative Learning ◽  
Conceptual Model ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
Four Dimensions ◽  
Policy Practice ◽  
Citizenship Skills

This article provides a conceptual analysis of the two domains of global citizenship education and adult education and learning, along with their similarities and differences. It begins by unpacking the ambiguous and contested concept of global citizenship education and proposing a critical vision of it, within a global social justice framework. Against this backdrop, the article argues for re-conceptualizing adult education and learning as global citizenship education, instead of considering the latter to be one of the key issues of the former. Their structural link is grounded in their common epistemological nature. The domains are interlocked to the extent that both (1) promote active citizenship skills, (2) strive towards equality and social justice on a global level and (3) adopt a values-based approach and promote transformative learning. In conclusion, an original ‘Four-dimensions approach to adult education and learning as global citizenship education’ conceptual model is advanced potentially to inform policymakers, practitioners and researchers. The model is made up of four basic components of adult education and learning as global citizenship education, namely: aims and scope (what for), contents and skills (what), processes and pedagogies (how), actors and learning environments (who).

scholarly journals From "knowing" to "not knowing": Critical global citizenship education for engineering partnerships

2021 ◽  
Vol 8 (1) ◽  
pp. 171-184
Author(s):  
Nora Pillard Reynolds
Keyword(s):  
Service Learning ◽  
Citizenship Education ◽  
Engineering Students ◽  
Global Citizenship ◽  
Educational Goals ◽  
University Administrators ◽  
Global Citizenship Education ◽  
Global Service Learning ◽  
College Of Engineering ◽  
The University

This article was part of a larger study that explored community participants’ perspectives in [Municipality, Country] about the long-term global service learning (GSL) partnership with [Name of university] University’s College of Engineering (Author, year). This article explores the question: From the community participants’ perspectives, what are their educational goals for the university engineering students in this partnership? While I intentionally centered this article on the community participants’ perspectives, I also explored areas of alignment and areas of difference between the different stakeholder groups’ perspectives about learning and knowledge. Although global citizenship surfaced in interviews with both community and university participants, the community participant perspectives push farther than the university administrators/ faculty and call for critical global citizenship education (Andreotti, 2006).

Daisaku Ikeda’s Philosophy of Value Creating Global Citizenship Education and Africana Humanism

2020 ◽  
Vol 9 (SI) ◽  
pp. 69-79
Author(s):  
Joy Williams
Keyword(s):  
United States ◽  
21St Century ◽  
Citizenship Education ◽  
Global Citizenship ◽  
The United States ◽  
First Century ◽  
Educational Models ◽  
Global Citizenship Education ◽  
Kwame Nkrumah ◽  
The World

Daisaku Ikeda proclaimed that Africa would be the beacon of hope for the world in the twenty-first century. Contemporaneously, Kwame Nkrumah was excited about the potentially galvanizing role a united Africa might play on the world scene. Nkrumah envisioned the reawakening of an African personality, which would provide the foundational essence for the United States of Africa and accelerate African psychological, political, and economic decolonization. Nkrumah’s conceptualizations of unity mesh with Ikeda’s paradigms of global citizenship. This paper shows how Ikeda’s philosophy of value-creating education for global citizenship could amalgamate Africana educational models toward global citizenship as a unifying factor in Africa and the diaspora and as an instrument for making Africana Humanism the spirit of the 21st century.

Sign in / Sign up

Export Citation Format

Share Document