Educating citizens of ‘the global’: Mapping textual constructs of UNESCO’s global citizenship education 2012–2015

In this article, I pose the question of what constructs of ‘global citizenship education’ are being mobilized by key international actors. I undertake a comparative analysis of three key United Nations (UN) and United Nations Educational, Scientific and Cultural Organization (UNESCO) documents that have emerged in the past 5 years to frame the content and pedagogy of global citizenship education among member states and educational stakeholders. This comparison asks to what degree the documents’ discursive constructions of ‘the global’, ‘citizenship’ and ‘education’ are transformative, and what they might contribute to an ongoing conversation on the aims of education. I suggest that it is important to reflect constructively on the values, assumptions and strategies of key actors who aim to provide answers for fundamental questions about the nature, purpose and applications of education for a wide array of local educational contexts, needs and conditions.

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Academic Contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship

10.31219/osf.io/73dqz ◽

2021 ◽

Author(s):

SDAG Lab

Keyword(s):

Sustainable Development ◽

Environmental Education ◽

United Nations ◽

Developing Country ◽

Global Citizenship ◽

Education For Sustainable Development ◽

Educational Process ◽

Ministry Of Education ◽

United Nations Educational ◽

Cultural Organization

International initiatives on orientating education toward sustainable development can be traced back to a proposal by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1995. According to this framework, UNESCO suggested reorienting environmental education and reshaping the educational process so as to build a more sustainable relationship between humans and the environment. Twenty-five years have passed, and much of this pursuit is still ongoing, with many unanswered challenges. In recognition of the importance of education and sustainable development, this book brings into focus some valuable insights from the perspective of a developing country, Vietnam. It is a collected volume of academic contributions to the UNESCO 2019 Forum on Education for Sustainable Development and Global Citizenship, organized on July 2–3, 2019, by UNESCO in conjunction with the Ministry of Education Training (MOET) of Vietnam.

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Promoting Global Citizenship through an Information-Based Focus on United Nations International Events

SHS Web of Conferences ◽

10.1051/shsconf/20185901003 ◽

2018 ◽

Vol 59 ◽

pp. 01003 ◽

Cited By ~ 1

Author(s):

Allen V. Del Carmen ◽

Joevel A. Bartolome

Keyword(s):

Young People ◽

United Nations ◽

Citizenship Education ◽

Global Citizenship ◽

International Peace ◽

Marshall Mcluhan ◽

Global Citizenship Education ◽

The World ◽

The University ◽

International Events

Rapid advances in technology, information, and transportation have made true what was once just an idea. This was popularized by communication scholar Marshall McLuhan into a reality. These advances have consequently helped develop global citizenship education. With this development comes the realization that young people need not go out of their country to embrace global citizenship. What Journalism and Print Media students at the University of St. La Salle did to heighten their global citizenship education was to use mass and social media to promote selected international events of the United Nations under the project, ―Connecting… Informing… We Are Citizens of the World‖. The feedback of the students show that such approach is an effective tool in making young people aware and be involved in the discussion and action for social justice and peace, which are requisites of global citizenship. This paper hopes to share with other S-L advocates, especially those in Communication programs that they can be vital channels in promoting global citizenship among their students as well as strategies they can use, and consequently, contribute to efforts toward the attainment of international peace, unity amid diversity and development.

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United Nations Educational, Scientific, and Cultural Organization

International Organization ◽

10.1017/s0020818300031465 ◽

1958 ◽

Vol 12 (4) ◽

pp. 544-547

Keyword(s):

United Nations ◽

Cultural Values ◽

Technological Progress ◽

Executive Board ◽

United Nations Educational ◽

Cultural Organization ◽

The Past ◽

Reading Material ◽

The Social ◽

Main Item

The Executive Board of the United Nations Educational, Scientific, and Cultural Organization (UNESCO) held its 50th session in Paris, from April 21 to May 24, 1958. The main item on the agenda was the consideration of the organization's proposed program and budget for the next two years. The major purposes of the proposed program in its present form were to consolidate the achievements of the past few years, to reinforce priority activities, to ensure ever closer cooperation between UNESCO and the other UN organs and, in general, to maintain activities at the 1957–1958 level. In order to carry through this program, a budget of slightly over $24 million would be required. The organization would continue to devote a large part of its resources to the three “major projects” which were initiated in 1957, dealing with the extension of primary education in Latin America, scientific research on arid land, and mutual appreciation of eastern and western cultural values respectively. It was not intended to embark on any new “major projects” in 1959–1960, but special attention was to be paid to various projects which might be extended at a later date, namely the development of. secondary and vocational education in Africa, the production of reading material for new literates, and the study of the social implications of technological progress. The Board also discussed preparations for the next session of the General Conference: it approved a draft of the provisional agenda for the Conference; examined various documents for submission to the Conference; and discussed the list of states and organizations which were to be invited to send representatives to take part in the discussions or observers to follow them.

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Laotian textiles in between markets and the politics of culture

Journal of Southeast Asian Studies ◽

10.1017/s0022463411000038 ◽

2011 ◽

Vol 42 (2) ◽

pp. 233-252 ◽

Cited By ~ 1

Author(s):

Annabel Vallard

Keyword(s):

United Nations ◽

Heritage Preservation ◽

United Nations Educational ◽

Cultural Organization ◽

The Past ◽

The United Nations ◽

Politics Of Culture

The policies of the United Nations Educational, Scientific and Cultural Organization (UNESCO) related to heritage preservation and promotion have been spreading worldwide for the past few decades. This ethnographically focused paper examines two UNESCO devices, the Crafts Prize and the Awards of Excellence for Handicrafts, as they apply to the contemporary Laotian textiles scene. It questions in particular the uses and values locally assigned to these international certifications of excellence and their mobilisation in the commoditisation of fabrics. On a larger scale, it considers what those devices reveal and entail regarding a ‘traditional’ handicraft that is, from now on, entangled between trade and the ‘politics of culture’.

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