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 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 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 Global citizenship education in Nepal

2021 ◽  
Vol 13 (2) ◽  
Author(s):  
Rabi Shah ◽  
Peter Brett
Keyword(s):  
Citizenship Education ◽  
Global Education ◽  
Teaching And Learning ◽  
Global Citizenship ◽  
Qualitative Content Analysis ◽  
Policy Cycle ◽  
Global Citizenship Education ◽  
Global Citizens ◽  
Education Practice ◽  
Policy Objectives

The article explores how educational policy, curricula, textbooks and teaching have translated thinking about Nepal’s relationship with the rest of the world into global education practice in Nepalese schools in contemporary classrooms. Drawing upon the framework of a policy cycle approach, the article addresses the following research questions: What are the key contemporary messages about global education in Nepal within the ‘macro’ context of policy influence? How is the theme of global education communicated through the content of Nepalese textbooks at the ‘meso’ context of policy text production? What are the perceptions of Nepalese social studies teachers with respect to teaching and learning about global education themes at the ‘micro’ context of practice? Qualitative content analysis of textbooks and documents was conducted, while thematic analysis of interview data was undertaken to understand policy objectives and recommendations related to global citizenship education in Nepal. The findings indicate that educational policies primarily aim to socialise and nurture responsible citizens, while textbooks and teaching processes mostly emphasise the acquisition of knowledge. Some recommendations are made as to how the curriculum, textbooks and pedagogical approaches might be adapted to better support Nepalese young people seeing themselves as global citizens.

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