scholarly journals Charting a democratic course for global citizenship education: Research directions and current challenges

2016 ◽  
Vol 24 ◽  
pp. 55 ◽  
Author(s):  
John P. Myers
Keyword(s):  
Civic Education ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Complex Dynamics ◽  
Global Citizenship ◽  
High Stakes Testing ◽  
Significant Shift ◽  
Research Directions ◽  
Global Citizenship Education ◽  
Starting Point

This article outlines research directions for global citizenship education, by emphasizing the centrality of democratic goals for schools in the 21st century. Despite a significant shift in educational policies and practices towards addressing education that respond to the conditions of globalization, there is not a clear vision regarding its role in schools. Furthermore, curriculum reforms such as global citizenship education inevitably face the issue of whether to adapt to neoliberal tenets of privatization, high stakes testing and standards-based accountability, or to resist and challenge these policies with alternative, democratic visions of schooling. This article argues that for global citizenship education to reach maturity, there is a need for a programmatic research agenda that addresses the complex dynamics that globalization has introduced to schooling, particularly the challenges to teaching and learning for helping youth to make sense of the world and their role in it. An analysis of recent advances in research and practice in civic education is used as a starting point to advance directions for global citizenship education. Two key directions are suggested: to gain a more secure foothold in schools and the need to focus on a shared conceptual focus that helps researchers, practitioners and other stakeholders to access the same body of practices and knowledge.

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.

scholarly journals Comparative Global Citizenship Education: A Critical Literature Analysis

2020 ◽  
Vol 2 (4) ◽  
pp. 537-552
Author(s):  
Yuqing Hou
Keyword(s):  
International Education ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Global Citizenship ◽  
Developed Countries ◽  
Research Literature ◽  
Global Citizenship Education ◽  
Comparative And International Education ◽  
Wide Range ◽  
The Developed Countries

Abstract Over the past two decades, a wide range of research literature emerged in the field of Comparative and International Education (cie) engaging in comparing Global Citizenship Education between nations. However, there is scant analysis that explores the research trends and findings in those comparative inquiries focusing on the theorizing and implementation of gce in different national contexts. Through a systematic review of 12 research papers drawing from major cie journals and relevant databases, the current inquiry will assist the international community of cie in understanding the contribution and limitation of this important body of research, and its implications for future comparative studies on gce. The analysis shows that the comparison reference in the existing literature on comparative gce tends to be curriculum documents and frameworks while underrating the experiences and perceptions of individuals involved in the teaching and learning process. Moreover, the national settings where the comparative inquiries of gce were conducted are highly limited in scope, mostly the developed countries in West Europe, East Asia, or North America. This trend limits the possibility to decolonize and transform cie scholarship, which could be reversed with inclusion of new and diverse perspectives and knowledge in future gce research.

scholarly journals Citizenship Education and the EFL Standards: A Critical Reflection

2017 ◽  
Vol 19 (1) ◽  
pp. 155 ◽  
Author(s):  
Luzkarime Calle Díaz
Keyword(s):  
Citizenship Education ◽  
Teaching And Learning ◽  
English Language ◽  
Global Citizenship ◽  
National Standards ◽  
Global Citizenship Education ◽  
Documentary Analysis ◽  
Raising Awareness ◽  
Cultural Boundaries ◽  
Language Classroom

The reconfiguration of geographical and cultural boundaries has caused a growing concern among countries in regard to raising awareness of the importance of educating people to become “citizens of the world.” The language classroom seems to be the ideal place to incorporate the teaching and learning of global citizenship education, given its cross-cultural nature. This article intends to analyze the potential opportunities for the development of global citizenship education in the English as a foreign language classroom through a documentary analysis of the national standards and its connection to the national citizenship competences standards and the UNESCO global citizenship education topics and learning objectives. Finally, important recommendations are given to foster global citizenship in the English language classroom.

scholarly journals Wielding Social Media in the Cyber-Arena: Globalism, Nationalism, and Civic Education

2020 ◽  
Vol 5 (1) ◽  
pp. 1-21
Author(s):  
Charles S. White
Keyword(s):  
Social Media ◽  
Civic Education ◽  
Citizenship Education ◽  
Technology Use ◽  
New Technologies ◽  
Global Citizenship ◽  
World Order ◽  
Positive Role ◽  
Global Citizenship Education ◽  
News Reporting

Information technology is a tool, and its effects on global citizenship education (GCED) depend on who uses the technology, how it is employed, and for what purpose. In theory, technology use could provide significant benefits toward achievement of GCED goals. Globalization has demanded an educational response — to prepare the young for productive engagement with the emerging global community. Technology could play a positive role in effective GCED. But globalization has come at a cost; it has produced winners and losers. Among the losers are those economically displaced as manufacturing jobs move elsewhere; they are resentful of foreigner and fearful of an uncertain future. For them, global citizenship is anathema. They are susceptible to manipulation by malign forces eager to exploit any perceived rifts in the post-war world order. For them, technology is a weapon, as easily aimed at the aspirations of GCED as another apparent enemy.             Identifying how technology can be employed positively in GCED is important, but not enough. Young people must also understand the conflict between globalization and alt-right nationalist populism, much of it carried out in the cyber-arena of the Internet and social media. New technologies have armed adversaries with tools to manipulate opinion and foment disorder. how technology is employed to undermine global citizenship education, as well as the democracies of the West. This they can witness in the gladiatorial combat between globalization and nationalist populism —between democracy and authoritarianism — in the cyber-arena. This article explores how technology is a double-edged sword – a tool for good and a tool for mischief. It draws from current research and news reporting on methods and effects of online manipulation. The article concludes by describing international efforts to defend against social media assaults on democracy and by identifying the new knowledge and skills citizens must acquire for positive civic engagement in the global cyber-arena.  

scholarly journals Global Citizenship Education conceptualisation in curriculum guidelines of the New Zealand Curriculum

2021 ◽  
Vol 25 ◽  
pp. 57-75
Author(s):  
Nazym Adaspayeva ◽  
Sue Parkes
Keyword(s):  
Systematic Review ◽  
Sustainable Development ◽  
New Zealand ◽  
Civic Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
International Association ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Global Citizenship Education

Global Citizenship Education is a significant theme in the United Nations Educational Sustainable Development Goal #4. The aim of the goal is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (UNESCO, 2015b). This article provides an insight into where and how notions of Global Citizenship and Global Citizenship Education are represented within the New Zealand Curriculum. The systematic review of the document’s content and learning objectives, themes, and categories were based on the thematic framework proposed by Cox and Browes. These were generated utilising UNESCO’s definitions of Global Citizenship Education and the International Association for the Evaluation of Educational Achievement’s international assessment studies of citizenship and civic education. In spite of the limitations of this research systematic review, that is, only the New Zealand Curriculum document is reviewed, this study adds some understandings of how and where Global Citizenship and Global Citizenship Education concepts exist at the curriculum level within Aotearoa New Zealand, making the suggestion of the incorporation of a Global Citizenship Education definition and concepts into the curriculum guideline documents to enhance the connection and fulfilment of Sustainable Development Goal #4.

scholarly journals Editorial: Technologization of Global Citizenship Education as Response to Challenges of Globalization

2020 ◽  
Vol 5 (1) ◽  
pp. i-vii
Author(s):  
Anatoli Rapoport
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Significant Shift ◽  
Economic Policies ◽  
Global Citizenship Education ◽  
Economic Exchanges

Cultural, linguistic, and economic exchanges between communities, including nations, are as old as civilization itself, but only recently did such exchanges receive an appropriate and universally recognized name: globalization. Naming the process caused a significant shift in how globalization came to be perceived, and it has become an important issue in political agendas, economic policies, and cultural aspirations. In other words, globalization helped shape and refine debates about global interconnections and interdependence, universality of human rights, and the importance of economic and social justice.

scholarly journals Towards a pedagogical framework for global citizenship education

2016 ◽  
Vol 8 (1) ◽  
pp. 39-56 ◽  
Author(s):  
Chloe Blackmore
Keyword(s):  
Critical Thinking ◽  
Secondary School ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Global Citizenship ◽  
Future Research ◽  
Global Citizenship Education ◽  
Doctoral Research ◽  
Pedagogical Framework

Amidst growing recognition of the importance of the learning process within global citizenship education, this paper develops a pedagogical framework including dimensions of critical thinking, dialogue, reflection, and responsible being/action. It draws on a variety of critical literatures to identify characteristics of each of these dimensions. The second part of this paper begins to demonstrate how this framework might be used as an analytical approach in research and evaluation. It draws on observational examples from doctoral research in one English secondary school to identify aspects of critical thinking, dialogue, and reflection in practice, the strategies teachers use to foster these, and the challenges they may face. With development, the framework has potential for application in future research and evaluation into the complex teaching and learning processes involved in global citizenship education.

scholarly journals Ecological global citizenship education: a reframing

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Alyson Jenkins
Keyword(s):  
Learning Community ◽  
Lived Experience ◽  
Citizenship Education ◽  
Ethic Of Care ◽  
Global Citizenship ◽  
Education For Sustainability ◽  
Abstract Concepts ◽  
Global Citizenship Education ◽  
Theoretical Perspectives ◽  
Starting Point

A reconceptualization of education for sustainability and global citizenship education (GCE) is proposed, considering evidence from the United Nations decade of education for sustainable development (ESD) and from research with policymakers and adult educators in Wales. In this reframing, global citizenship education is foregrounded, and the model is underpinned by an ecological ethos, where webs of interconnections are highlighted. The model is informed by critical and holistic adult education, and it includes a focus on relational learning and on the affective domain, where emotions are recognised and valued alongside the rational and cognitive. These elements are supported by an ethic of care, which is introduced as a starting point for making what can appear as abstract concepts or remote issues, immediate and relevant to learners’ lived experience. The synthesis of the various theoretical perspectives embodies an inclusive ‘ecological global citizenship education’, where educators and learners are supported to engage with difficult and emotive topics. Dialogue is proposed as the method at the centre of a pedagogy that is critical and humanistic, and that facilitates and supports the often-uncomfortable learning as we honestly and critically examine ourselves and our world within a learning community.

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