scholarly journals Knowledge partnerships for SDG 4: Bridge 47 and GCE in perspective

2020 ◽  
Vol 3 (13) ◽  
pp. 121-129
Author(s):  
Silvana Longueira Matos ◽  
Talia Vela-Eiden
Keyword(s):  
Citizenship Education ◽  
Social Transformation ◽  
Global Justice ◽  
Sustainable Development Goals ◽  
Global Citizenship ◽  
Transformative Change ◽  
Common Goal ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Development Goals

It is possible to put together academics, practitioners, and policymakers to advocate and partner for Global Citizenship Education? This is what Bridge 47-Building Global Citizenship has been doing since 2018 with partners from all over Europe for a common goal, to promote transformative change in society. Bridge 47-Building Global Citizenship mobilises global civil society to contribute to global justice and eradication of poverty through Global Citizenship Education (GCE) and advocating for target 4.7 of the Sustainable Development Goals (SDGs), which is related to education for social transformation. The results of Bridge 47 are focused on generating learning and exchange opportunities between experts to share their research and projects, inspiring people to act and providing a roadmap to administrations for the development of SDG4 target 4.7. "Quality 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 Knowledge Exchange Partnerships on Global Citizenship Education at Bridge 47 – Building Global Citizenship

2020 ◽  
pp. 271-278
Author(s):  
Talia Vela–Eiden
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Knowledge Exchange ◽  
Transformative Change ◽  
Common Goal ◽  
Global Citizenship Education

How do you bring together academics, practitioners, and policymakers to advocate and partner for Global Citizenship Education? This is what EADI and Bridge 47 do with partners from all over Europe for a common goal, to promote transformative change in society.

scholarly journals Global Citizenship Education and Gender Depiction in Textbooks: The Case of Punjab Textbook Board’s Pakistan Studies and Urdu Textbooks

2020 ◽  
Vol 1 (3) ◽  
pp. 72-79
Author(s):  
Aniqa Munir ◽  
Dr. Sumaira Noreen
Keyword(s):  
Sustainable Development ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Research Work ◽  
School Level ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Secondary School Level ◽  
Development Goals ◽  
And Gender

This research is focused on the case of gender depiction in textbooks of Punjab Textbook Board's Pakistan Studies and Urdu at Secondary and Higher Secondary School Level. A content analysis was done of Pakistan Studies and Urdu textbooks while keeping in view UNESCO's Global Citizenship Education (GCED) targets being given under the Sustainable Development Goals (SDG) target 4.7. The theme has been operationalized concerning learning objectives of "Education for Sustainable Development" (UNESCO, 2017) that centers around empowered and motivated learners being capable of critical thinking and to contribute towards a sustainable future. The findings of this research work highlighted the need for a clear focus on the content regarding women in textbooks.

Indigenous Made in Africa Evaluation Frameworks: Addressing Epistemic Violence and Contributing to Social Transformation

2021 ◽  
pp. 109821402094860
Author(s):  
Bagele Chilisa ◽  
Donna M. Mertens
Keyword(s):  
Social Transformation ◽  
Sustainable Development Goals ◽  
Transformative Change ◽  
The Sustainable Development ◽  
Methodological Choices ◽  
Epistemic Violence ◽  
The World ◽  
Development Goals ◽  
Evaluation Approaches ◽  
Made In

Transformative change is needed if the world is to achieve the sustainable development goals. Such change requires attention to culture, ethics, and values. We discuss the need to be responsive to the voices of Indigenous scholars in terms of the assumptions that guide methodological choices in the evaluation of international initiatives. We describe an Indigenous paradigmatic framework and then narrow the focus to a Made in Africa approach to evaluation that is designed to redress the epistemic violence perpetrated by the use of a Western cultural lens to determine evaluation approaches.

Global justice, international relations and the Sustainable Development Goals' quest for poverty eradication

2016 ◽  
Vol 32 (2) ◽  
pp. 131-148 ◽  
Author(s):  
Alberto D. Cimadamore
Keyword(s):  
Sustainable Development ◽  
International Relations ◽  
Global Justice ◽  
Sustainable Development Goals ◽  
International System ◽  
Just World ◽  
Poverty Eradication ◽  
Structural Differentiation ◽  
The Sustainable Development ◽  
Development Goals

The paper examines the notion of global justice in the changing context of International Relations and the Sustainable Development Goals (SDGs) approved by world leaders in 2015. Structural differentiation of states and the international system is presented as a way to explain limitations and possibilities in the quest of poverty eradication and global justice. The paper ends by assessing how international poverty law and human rights approaches can team up in the search for accountability, defined as the key to transit towards a more just world. It concludes that the political and legal responsibilities emerging from the universal policy agenda of the SDGs (to be implemented according to rights and obligations of states under international law) could pave the way towards global (social) justice.

scholarly journals Developing a Global Citizenship Education Programme for Three to Six Year Olds

2012 ◽  
Vol 4 (1) ◽  
pp. 37-60
Author(s):  
Rowan Oberman ◽  
Fionnuala Waldron ◽  
Sheila Dillon
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Citizenship Education ◽  
Global Justice ◽  
Global Citizenship ◽  
Education Programme ◽  
Global Perspective ◽  
Second Phase ◽  
Global Citizenship Education ◽  
Childhood Education

This article outlines the development of a global citizenship education programme for three to six year olds. The programme, entitled Just Children , was created by Education for a Just World , a partnership between an Irish Development Non-Governmental Organisation (DNGO), Trócaire, and the Centre for Human Rights and Citizenship Education located in St Patrick's College, Drumcondra, Dublin. 1 The programme was developed through three phases of research. The first phase examined young children's engagement with global justice issues; the second phase explored possible strategies for including global citizenship education in early childhood educational settings; and the third phase tested a draft global citizenship education programme. This article explores the key principles integral to educating for and about global justice and, responding to the results of research as well as the early childhood education landscape, arrives at strategies for introducing global justice work into early childhood settings. This article suggests that introducing a global perspective into early childhood education, using open-ended and active methodologies, supports the development of global citizenship skills, attitudes and understanding.

scholarly journals IB DIPLOMA PROGRAMME CORE AS A SUPPLIER OF GLOBAL CITIZENSHIP EDUCATION

2020 ◽  
pp. 59-75
Author(s):  
Stephanie Lynn Edwards
Keyword(s):  
Sustainable Development ◽  
International Education ◽  
Citizenship Education ◽  
International Baccalaureate ◽  
Mission Statement ◽  
Global Citizenship ◽  
The Sustainable Development ◽  
Global Citizenship Education ◽  
Written Curriculum ◽  
Definition Of

Global citizenship education (GCED) is a growing field in international education. The Sustainable Development Goal (SDG) target 4.7 cited GCED as an official aim of the United Nations for 2030 in order to improve sustainable development, and this has created an increase in global research relating to the assessment of GCED within curriculums. The International Baccalaureate (IB), a private international organization known for its mission statement that promotes lifelong education for a peaceful world, prefers the term international mindedness. Consequently, the IB rarely addresses the concept of global citizenship directly in its Diploma Programme (DP). This paper studies the relationship between the existing DP curriculum and GCED through first providing a definition of GCED and its cognitive, socio-emotional, and behavioral conceptual domains according to UNESCO’s theoretical framework. The study suggests that the DP curriculum unequally addresses the GCED domains and lacks definitive learning objectives that are recommended by UNESCO. While the IB is known for its international education, the DP does address GCED elements that are crucial to active citizenship within the written curriculum, nor are the existing elements assessed at any point in the program.

Introduction

2021 ◽  
pp. 3-6
Author(s):  
Marie-Claire Cordonier Segger
Keyword(s):  
Sustainable Development ◽  
Global Justice ◽  
Sustainable Development Goals ◽  
Ancient Greek ◽  
Financial Flows ◽  
The Sustainable Development ◽  
Academic Context ◽  
Investment Treaty ◽  
Current Trends ◽  
Development Goals

This chapter introduces the reader to the research. As an introductory whimsy, the introduction suggests that if the ancient Greek goddess Athena were to consider current trends, she would decry the lack of attention to global justice, reasoned scholarship and more careful design and negotiation of our current trade, investment and other accords among nations. This chapter highlights the pressing need to ensure that the relations between countries advance environmental, social and economic priorities in an integrated manner, and introduces each of the Sustainable Development Goals (SDGs), which were adopted in recognition of this need. It then sets out the academic context for the book, identifying the current dearth of legal scholarly analysis on how trade and financial flows can affect countries’ potential to meet their sustainable development goals and targets, and how trade and investment treaty rules could foster rather than frustrate sustainability.

scholarly journals Inclusion of Global Citizenship Education and Sustainable Development in Pre-Service Curriculum: A Perspective Study

2021 ◽  
Vol 6 (2) ◽  
pp. 95-112
Author(s):  
Nasreen Bano ◽  
Khushbakht Hina
Keyword(s):  
Sustainable Development ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Education For Sustainable Development ◽  
Global Citizenship Education ◽  
Agenda 2030 ◽  
Word Clouds ◽  
Development Goals ◽  
Excellence In Education ◽  
Qualitative Part

Education Agenda 2030 emphasizes the role of Sustainable Development Goal 4 which focuses on excellence in education and its prominence for the attainment of sixteen other sustainable development goals.  For this purpose a study was carried out to investigate the opinions of Educationists/Curriculum developers for inclusion of themes of Global Citizenship Education (GCED) and Education for Sustainable Development (ESD) in Pre-Service Teacher Education Curriculum (Elementary) level in Pakistan.  There are six broad themes of GCED and ESD: Human Rights, Education for sustainable Development, Peace, Gender Equality, Health Education and Global Citizenship.  It was a descriptive study. On the pre-determined themes suggested by UNESCO, a survey questionnaire was developed having both open and close-ended questions. There were 70 participants in the study who were M.Phil to Post Doctorate and had professional experience of 10 -35 years.  Data for close-ended questionnaire were analyzed through SPSS 21 and the qualitative part used descriptive explanation with verbatim quotes and word clouds using NVIVO 10.  The results showed that participants strongly favored inclusion of these themes in curriculum and believed these to be cross cutting themes. It was recommended that these may either be integrated into already existing subjects of B.Ed. or may be taught as separate subjects. Keywords: Pre-Service Curriculum, Target 4.7, Global Citizenship Education, Education for Sustainable Development

Sign in / Sign up

Export Citation Format

Share Document