Protest songs about the Iraq War: An effective trigger for critical reflection?

2018 ◽  
Vol 14 (2) ◽  
pp. 179-195 ◽  
Author(s):  
José-María Esteve-Faubel ◽  
Tania Josephine Martin ◽  
Rosa-Pilar Esteve-Faubel
Keyword(s):  
Transformative Learning ◽  
Digital Media ◽  
Citizenship Education ◽  
Iraq War ◽  
Critical Reflection ◽  
Global Citizenship ◽  
Educational Policies ◽  
Global Citizenship Education ◽  
Education Design ◽  
The Impact

The question of developing educational policies that involve training people to be capable of critical reflection and skilled in approaching the discussion-debate binomial, with the overall goal of achieving learning which is of a transformative kind, is currently embraced by the transdisciplinary paradigm known as Global Citizenship Education. This qualitative study investigates the impact of protest or topical songs released in response to the Iraq War on a cohort of university students and explores whether these songs could be useful in Global Citizenship Education. The results of the study emphasize the value of these types of songs as triggers for transformative learning, because, independently of respective national educational policies or the possible influence of the mass and digital media, these songs were shown to tap into an underlying set of universal values, rights and attitudes among citizens that drive the need for Global Citizenship Education design and evaluation.

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 Educating for ‘glocal’ perspectives at Sultan Qaboos University: Studying students’ perceptions after studying a global citizenship education course

2020 ◽  
Vol 19 (1) ◽  
pp. 69-84
Author(s):  
Saif Nasser AlMaamari
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Arab World ◽  
National Level ◽  
Three Dimensions ◽  
Structured Interviews ◽  
Global Citizenship Education ◽  
Sultan Qaboos University ◽  
The Individual ◽  
The Impact

Today, globalisation expands the affiliation of the individual from a national level to an international level. Global citizenship has been regarded as an important outcome for students in major universities around the world, yet there is little literature about how it is integrated at universities in the Arab world, although some of them emphasise it in their policies. This article reports on how one Omani University, namely Sultan Qaboos University, interpreted and implemented global citizenship education in their undergraduate programmes. Particularly, this study seeks to identify the perceptions of students who studied a course entitled Global Citizenship Education in the academic year 2018–2019. The data were collected using two tools: a questionnaire which was administered to a sample consisting of 49 students and semi-structured interviews with 10 students. The data analysis was conducted by calculating the medium for the questionnaire and by employing an inductive process where the data were coded and then the themes that emerged from the data were highlighted. The results indicated that Omani University students had different perceptions of global citizenship and their perspectives tended to be more cosmopolitan and humanistic . In addition, they highlighted the impact of the course on developing three dimensions of global citizenship education: the cognitive, socioemotional and behavioural dimensions.

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).

Evaluating the impact of global citizenship education programmes: A synthesis of the research

2021 ◽  
pp. 174619792110000
Author(s):  
Eman I Ahmed ◽  
Amal Mohammed
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Global Learning ◽  
Inclusion Criteria ◽  
Global Citizenship Education ◽  
Electronic Search ◽  
Evaluation Programme ◽  
The Us ◽  
K 12 ◽  
The Impact

Given the calls to reinforce the accountability of education programmes, this review evaluated studies that evaluated K-12 global citizenship education (GCED) programmes to assess the evidence that such programmes improved the students’ global learning. There are no current reviews assessing the impact of GCED programmes in the US. The authors conducted an electronic search in the educational databases to review the studies that addressed the impact of GCED programmes between 2000 and 2019. We reviewed the abstracts based on specific criteria: 33 studies met the inclusion criteria. Most of the studies were rejected because they did not provide the whole information about the programmes. The final 22 studies were selected because they provided the complete description about the evaluation programme of GCED. The review examined the components and the measures of the programmes, the approaches for collecting and analyzing data. The outcomes of the evaluated programmes support the claim that these programmes succeeded in improving students’ global learning. However, our analysis revealed flaws in the studies evaluating the impact of the GCED programmes.

scholarly journals INDUSTRIAL REVOLUTION 4.0 AND GLOBAL CITIZENSHIP EDUCATION IN VIETNAM TODAY

2020 ◽  
Vol 7 (3) ◽  
pp. 341-351
Author(s):  
TOAN NGUYEN THI ◽  
NGA LE THI QUYNH
Keyword(s):  
Higher Education ◽  
High School ◽  
Citizenship Education ◽  
Industrial Revolution ◽  
Global Citizenship ◽  
High School Education ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Contemporary World ◽  
The Impact

Beginning with analyzing the nature and effects of the Industrial Revolution 4.0 to the contemporary world, the article shows the impact of this revolution on the formation and development of the generation of global citizens. Thereby, the global citizenship education in Vietnam today which is clarified and reflected in the renovation of high school education and higher education.

Improving Emirati students’ social responsibility competence through global citizenship education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shytance T. Wren
Keyword(s):  
Social Responsibility ◽  
Instructional Strategies ◽  
Citizenship Education ◽  
Social Issues ◽  
Global Citizenship ◽  
Education Curriculum ◽  
Gulf Region ◽  
Content Type ◽  
Global Citizenship Education ◽  
The Impact

Purpose The purpose of this study is twofold: to determine if implementing a global citizenship education curriculum can aid the development of Emirati students’ social responsibility competence and to experiment with different instructional strategies that aim to yield improvement in the social responsibility of students. Design/methodology/approach The intervention research study used a mixed-methods quasi-experimental approach to examine Emirati students’ social responsibility gains and overall perceptions of a global citizenship education curriculum. Conceptual frameworks for instructional design of service-learning were used as theoretical underpinnings. The data were collected from student reflections, field notes, questionnaires and interviews. Findings Both the quantitative and qualitative data indicated that the global citizenship curriculum advanced students' understanding of social responsibility and civic concepts, specifically civic awareness, social justice and diversity. Research limitations/implications For future studies, researchers are encouraged to expand the current study's five-week timeframe by exploring the implications of a global citizenship education curriculum over a full term or even a whole academic year. Practical implications The results of the present study indicate that educators should experiment with curriculum redesign to further facilitate the development of social responsibility in undergraduate students. The results also suggest that educators incorporate specific instructional strategies such as integrated reflections and intergroup dialogue on social issues. Originality/value Social responsibility and global citizenship education have broadly been based on Western paradigms. Few studies have explored the impact of global citizenship education on the development of students' social responsibility in the Gulf region. This study fills the gap in knowledge by lending evidence of the role of global citizenship education in undergraduate university programs in the Gulf.

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.

scholarly journals Are WE the world? A critical reflection on selfhood and global citizenship education

2016 ◽  
Vol 24 ◽  
pp. 56 ◽  
Author(s):  
Chenyu Wang ◽  
Diane M. Hoffman
Keyword(s):  
High School ◽  
Social Class ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
The World ◽  
Class Privilege ◽  
School Curricula

Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. This article offers an interpretive discourse-based critique of ideas of selfhood underlying global citizenship education. Based on analyses of two U.S. high school curricula and materials available on websites devoted to global citizenship, we develop a critique of universalizing constructs of selfhood that underlie global citizenship discourse.  These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse. The article concludes with recommendations for practitioners interested in developing a more self-reflective and critical global citizenship education.

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