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 Planning and Validating a Curriculum of Global Citizenship Education in Elementary Schools of Iran's Educational System

2020 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
Abbas Poursalim ◽  
Mahbobe Arefi ◽  
Kourosh Fathi Vajargah
Keyword(s):  
Elementary Schools ◽  
Educational System ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Organizational Factors ◽  
Exploratory Research ◽  
Structured Interviews ◽  
Program Outcomes ◽  
Global Citizenship Education ◽  
Qualitative Phase

The purpose of this study was to explore and delineate the curriculum of global citizenship education in elementary schools of Iran's educational system and to develop an exploratory model. In this exploratory research, based on the grounded theory, semi-structured interviews were conducted with 34 active members in the field of global citizenship. The themes and sub-themes of the curriculum of global citizenship education and their associations were explored within three steps of open, axial, and selective coding. To generalize the results of the qualitative phase and to validate the resulting model, a questionnaire was designed and completed by 387 elementary school teachers in Tehran, Iran. The analysis process in the qualitative phase included twelve themes of attention to necessity, goals, content, teacher’s role, teaching-learning methods, evaluation, time, location, materials and resources, organizational factors, implicit learning, and program outcomes. In the quantitative phase, the hypotheses derived from the qualitative analysis were confirmed. Finally, according to the findings and the results, some guidelines are provided for implementing the program.

Emergent constellations: Global citizenship education and outrospective fluency

2018 ◽  
Vol 17 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Nicholas Palmer
Keyword(s):  
Learning Community ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Global Citizenship ◽  
Communicative Action ◽  
Essential Element ◽  
First Century ◽  
Global Learning ◽  
Global Citizenship Education ◽  
The Individual

Global citizenship education (GCE) is an essential element of twenty-first-century teaching and learning. For some, GCE signifies an attitude of cosmopolitan purpose, placing humanity ahead of self. For others, GCE embodies a fractured sense of both learner and educator identity. For a third group, GCE is a critical interrogation of pervasive norms. How schools practise GCE, despite globalised rhetoric, poses challenges for educators and students alike. In this article, research is presented from an ongoing study into the activation of GCE in a single international school. The conceptualisation developed as part of the research is aimed at reconciling the individual learner and the learning community, without losing the strengths of either. Underpinned by Habermas’ (1984) Theory of Communicative Action and Krznaric’s (2014) outrospective empathy, outrospective GCE features pathways towards mindful-yet-active global learning. The conceptualisation presented in this article, although reflective of universal ideas, does not account for all cases and contexts. Instead, outrospective GCE applies to educators seeking a means of engaging with and enlivening situated GCE innovation.

Revisiting the Concept of Dialogue in Global Citizenship Education

2010 ◽  
Vol 3 (2) ◽  
pp. 5-19 ◽  
Author(s):  
Namrata Sharma
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
The Self ◽  
Individual Change ◽  
Policy Documents ◽  
Global Citizenship Education ◽  
Self And Other ◽  
Key Concepts ◽  
Key Policy ◽  
The Individual

This paper argues the need to revisit the concept of dialogue in teaching global citizenship education. The ontological paradigm underlying the perspective of the 'self' and 'other' is explored in key policy documents in UK and within some of the debates on citizenship education in general. Often the argument made is that the 'self' and 'other' have scarce understanding of one another's knowledge and values. Hence various policies and documents suggest the need for more knowledge of the 'other'. An innovative approach, as this paper explores, is to take a qualitative and heuristic approach to knowledge and values, such as found within the philosophy of Japanese thinker, Daisaku Ikeda. This paper emphasises the need for an intervention that can bring together the 'self' and 'other' in dialogue to facilitate the individual self's growth and development within such interactions. In relation to this three key concepts in Ikeda's writings, which are, 'the oneness of self and environment' ( esho funi ), 'Human Revolution' (or individual change), and education for 'Global Citizenship' are discussed here, and the implications of this study for citizenship education is made based on the author's previous work and teaching.

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.

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.

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