scholarly journals Global citizenship education within a context of accountability and 21st century skills: The case of Olympus High School

2016 ◽  
Vol 24 ◽  
pp. 57 ◽  
Author(s):  
Marzia Cozzolino DiCicco
Keyword(s):  
High School ◽  
Public Schools ◽  
Citizenship Education ◽  
Global Economy ◽  
Global Citizenship ◽  
Reform Process ◽  
Public High School ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
School Year

This article addresses the present gap in empirical research on the possibilities and challenges of global citizenship education in U.S. public schools by presenting findings from a five-year, ethnographic case study. The setting for this study is Olympus High School, a small, suburban public high school in Pennsylvania. Beginning in the 2009–2010 school year, Olympus undertook a reform initiative to integrate teaching about the world into its curricular offerings. Although Olympus is just one case, the story of Olympus’s reform process reveals the inherent tension between preparing students to be knowledge workers in the global economy and preparing them to be active participants in global civil society. It also illustrates how test-based accountability and alignment to standards can impede efforts to broaden the curriculum in the interest of developing knowledgeable, responsible, and critically minded global citizens.  

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.

The legitimacy of development nongovernmental organizations as global citizenship education providers in Korea

2018 ◽  
Vol 14 (3) ◽  
pp. 241-259 ◽  
Author(s):  
Jae-Eun Noh
Keyword(s):  
Nongovernmental Organizations ◽  
Citizenship Education ◽  
Sustainable Development Goals ◽  
Global Citizenship ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Development Goals ◽  
Assimilation Model

In an era of globalization, social demands for fostering global citizenship are increasing. Global citizens are those who have a critical understanding of interconnectedness, share values of responsibility, have respect for differences, and commit themselves to action. Global citizenship education has recently emerged as a prominent issue in Korea, a nation faced with the inflow of immigrants and international pushing for global citizenship education such as the Sustainable Development Goals. Development nongovernmental organizations have taken up the role of delivering global citizenship education. It is necessary to examine how development nongovernmental organizations’ pedagogic legitimacy has been constructed and exercised in the context of Korea. This article critically discusses development nongovernmental organizations’ roles in global citizenship education and suggests some improvements in the areas of ‘effectiveness and expertise, contextualization, and greater attention to human rights and action for social justice’ to be an alternative to the state-led global citizenship education, which is characterized as assimilation model and ‘us and them’ rhetoric.

scholarly journals Modeling a General English Course Integrating Global Citizenship and Global Competence

2021 ◽  
Vol 15 (4) ◽  
pp. 163-186
Author(s):  
EunJou Oh
Keyword(s):  
Citizenship Education ◽  
Industrial Revolution ◽  
Global Citizenship ◽  
Historical Context ◽  
Learning Experiences ◽  
Global Competence ◽  
Critical Reading ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Backward Design

This study aims to develop a general English course model that cultivates global citizenship and global competence, employing the backward design by Wiggins and McTighe. In order to situate the model in a historical context and thereby help us see its continuity to and distinctiveness from the existing methodologies, this study first explained how various historical teaching methodologies in the field of ESL/EFL were developed and adopted in a way that integrated the needs of the changing world of the past. Then various global citizenship education(GCED) models as an educational response to the multiple crises of the 21st century were reviewed along with the significance of respective GCED models for the proposed general English course model. Considering that lifelong learning is crucial in the age of the Fourth Industrial Revolution, this model identifies the critical reading of media articles as a habit that prospective global citizens need to develop over the course of their lives. Thus the model includes core learning experiences for learners to engage in critical reading of media articles and figure out what it is like, so that they can keep practicing it over their lifetime. The kinds of global citizenship education featured in the proposed model are also explained. Following the backward design, the desired results are identified as (1) understanding globalization and global citizens, (2) understanding global competence, (3) understanding technology, and (4) understanding English communication. The assessment evidence is also identified and presented along with learning experiences and instructions developed in accordance with the desired results and assessment evidence.

Promoting Global Citizenship Education in Language Programs

2021 ◽  
Vol 8 (4) ◽  
pp. 183-196
Author(s):  
Hind Aljuaid
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Cultural Knowledge ◽  
Learning Goals ◽  
Pedagogical Tools ◽  
Language Programs ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Global Issues ◽  
Mind Set

This paper will discuss tools and methods of how to integrate global citizenship education in language programs to facilitate students’ knowledge and development as responsible global citizens. Developing global citizens requires a theoretical foundation, applied learning, and identification of transferrable skills. The paper will provide students and educators with the necessary tools for fostering cross-cultural knowledge, global issues and mind-set to become culturally conscious participants in a global community. The paper will discuss how these teaching practices can be developed alongside disciplinary learning goals in language courses and course content within the curriculum. Finally, the paper will discuss the implications of implementing these practices for language programs and how they will help in understanding how students enact the idea of fostering global competency and deciphering pedagogical tools that lead students to meaningful learning and engagement.

Global Citizenship Education in the Era of Globalization

2020 ◽  
pp. 274-291
Author(s):  
Titus Ogalo Pacho
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Research Approach ◽  
Ripple Effects ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
The World ◽  
Education And Development ◽  
Development Discourses

Global citizenship education (GCE) has become an important topic in education and development discourses in an increasingly globalised world. Globalisation has affected the world socially, culturally, economically, politically, environmentally, and technologically. This calls for education that can empower learners to become engaged global citizens: learners who can understand that factors like globalisation, the global economic crisis, the refugee crisis, and climate change challenge traditional boundaries because of their ripple effects. Global citizenship education becomes an important tool to aid learners' appreciation the interconnectedness of the world and its diverse cultures, and their role in responding to global challenges. The aim of global citizenship education is to create active and responsible global citizens. Based on a qualitative research approach, this chapter discusses the concepts of global citizenship, global citizenship education, and the role of global citizenship education in sustainable development.

scholarly journals Shopping to save the world? Reclaiming global citizenship within Irish universities

2015 ◽  
Vol 24 (1) ◽  
pp. 78-101
Author(s):  
Niamh Gaynor
Keyword(s):  
Citizenship Education ◽  
Global Economy ◽  
Global Citizenship ◽  
The Political ◽  
Political Struggle ◽  
Global Inequality ◽  
Global Citizens ◽  
Core Skills ◽  
Transformative Action ◽  
Educational Component

Patterns and causes of poverty and underdevelopment have shifted considerably over the last two decades. Growing global inequality within and between nations is now inextricably linked to both the exigencies and impacts of the global economy. In this article I argue that our universities, while developing students’ core skills and competencies to work within this global economy, fall short in providing them with the contextual competencies to critically engage with the multi-faceted challenges posed by it. In other words, our universities are failing to produce critically engaged global citizens. As universities opt to leave this contextual educational component to NGOs within the development sector – a sector with its own challenges and limitations – I go on to argue that global citizenship education as popularly promoted within this sector is also limited. In equating global citizenship and activism with consumerism, it depoliticises and individualises acts of engagement, thereby eroding the potential for collective, transformative action. I conclude by urging that, as teachers, mentors and public sociologists, we reclaim global citizenship as a collective project engaged in the political struggle for meaning and ‘truth’ within our classrooms and institutions.

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