scholarly journals GLOBAL CITIZENSHIP EDUCATION: PARENTS’ REFLECTIONS

2020 ◽  
Vol 3 ◽  
pp. 765
Author(s):  
Vaida Žegunienė
Keyword(s):  
Primary School ◽  
Citizenship Education ◽  
Social Issues ◽  
Global Citizenship ◽  
Modern Society ◽  
Global Citizen ◽  
Global Citizenship Education ◽  
School Aged Children ◽  
Individual Perception ◽  
Global Skills

The paper aims to contribute to the understanding of the concept global citizenship education. Global citizenship education is defined as democratic and sustainable education that pursues to educate a global citizen who is able to perceive the processes of the modern society, to demonstrate a positive attitude and to adapt to the global environment.It is emphasised that global citizenship is a factor ensuring development of a global citizen and his/her functioning within the global context. The analysis of the European and Lithuanian documents revealed that global citizenship education has to be initiated at the pre-primary school because children aged 5- to 7-years are capable to form/construct new global skills. Thus, to have global citizenship education integrated into the pre-primary school education is a must, but still gaps and obstacles exist.The objectives of the research are to investigate how the parents of pre-primary school aged children perceive the concept global citizenship. Data for this research were collected using the qualitative method - an interview. A major advantage of an interview is that this method allows to investigate parents' individual perception of global citizenship education.The most interesting aspect of the data gathered is that parents do not demonstrate complete understanding of global citizenship education and majority of them are not completely familiar with this phenomenon. They relate global citizenship education to travelling and living abroad, to knowledge of other countries/cultures and specific social issues such as pollution, discrimination, poverty.  Taking into consideration the complexity of this process the parents’ perception is insufficient. Therefore, further study has to be initiated regarding teachers’ attitude to initiation and implementation of global citizenship education into the curriculum of the pre-primary school. 

scholarly journals Advancing global citizenship education in Japan and China: An exploration and comparison of the national curricula

2020 ◽  
Vol 15 (3) ◽  
pp. 341-356 ◽  
Author(s):  
Sicong Chen
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
National Curriculum ◽  
Education Systems ◽  
Global Citizen ◽  
Global Citizenship Education ◽  
Policy Level ◽  
National Citizenship ◽  
Curriculum Guidelines ◽  
Japan And China

The literature widely reports that national citizenship remains the focus of citizenship education in Japan and China, despite the emerged global elements in both cases. Yet the literature stops short of exploring how to advance the agenda of global citizenship in the dominant national citizenship education under the centralized education systems in Japan and China. With a list of global citizen attributes derived from a particular conception of citizenship, this article identifies and compares the pedagogical capacity and potential for global citizenship education in relevant Japanese and Chinese national curriculum guidelines, many of which have been recently revised. It is found that many attributes are indeed supported in the Japanese and Chinese guidelines, which, furthermore, leave pedagogical potential for the development of unsupported others. The findings at the policy level bear practical and research implications for global citizenship education in Japanese and Chinese schools.

Global citizenship and the global citizen/consumer: Perspectives from practitioners in development NGOs in Portugal

2021 ◽  
pp. 174619792199963
Author(s):  
Dalila P Coelho ◽  
João Caramelo ◽  
Isabel Menezes
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Special Focus ◽  
Crucial Aspect ◽  
Global Citizen ◽  
Global Citizenship Education ◽  
Consumer Perspectives ◽  
Development Ngos ◽  
Empirical Contribution ◽  
Citizen Consumer

This paper makes an empirical contribution to the debate about the pluralism of global citizenship. This is considered a crucial aspect for research, not only because charity and social justice standpoints coexist, but also in the light of growing examples of neoliberal understandings about global citizenship education and the global citizen. Informed by critical and postcolonial thinking and with a special focus on Andreotti’s discursive orientations, this paper analyses discourses of practitioners of global citizenship education who work in development NGOs in Portugal. Findings suggest that humanist views are predominant, although intertwined with neoliberal and postcolonial perspectives. They also point to an archetypical vision of the global citizen and a prevalence of the responsible citizen-consumer as an agent of social change.

scholarly journals Questioning Global Citizenship Education in the Internationalization Agenda

2019 ◽  
Vol 12 (3) ◽  
pp. 73-89 ◽  
Author(s):  
Gabriela Freire Oliveira Piccin ◽  
Kyria Rebeca Finardi
Keyword(s):  
Higher Education ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Internationalization Of Higher Education ◽  
Learning Spaces ◽  
Critical Perspective ◽  
Global Citizen ◽  
Global Citizenship Education

The present paper provides a reflection on global citizenship education (GCE) in the internationalization agenda. With that aim, the internationalization of higher education (IHE) is discussed from a critical perspective, mainly informed by postcolonial and decolonial studies. More specifically, the paper addresses GCE issues related to criticisms that have been raised against it in terms of (1) its different educational approaches, (2) its cosmopolitan bias with its (3) ideological frame of the so-called “global citizen”. Some alternatives to mainstream approaches to GCE and IHE are offered in the conclusion, based on the contributions of Stein (2017), Andreotti (2015) and Fiedler (2007), who advocate for the otherwise approach and/or postcolonial learning spaces.

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.

scholarly journals Supporting the Growth of Global Citizenship Educators

2008 ◽  
Vol 17 (1) ◽  
Author(s):  
Marianne Larsen ◽  
Lisa Faden
Keyword(s):  
Professional Development ◽  
Social Studies ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Attitudes And Beliefs ◽  
Pilot Test ◽  
Global Citizen ◽  
Global Citizenship Education ◽  
Teachers Perceptions ◽  
Education Resources

This paper presents the results of a study, which was a part of a broader project to develop and pilot test a global citizenship education (GCE) teaching kit. This study involved examining a group of typical teachers’ perceptions, attitudes and beliefs about becoming global citizen educators. The study posed the question, “Can providing teachers with global citizenship education resources and supporting them in the implementation of these resources improve their capacity to be effective global educators?” We can infer from our study that there is mainstream appeal amongst social studies teachers for GCE. However, there are a number of limitations and barriers that prevent even those committed to global citizenship education from implementing GCE in their classrooms. Therefore, we argue that it is critically important to provide teachers with sustainable supports such as curriculum aligned teaching materials and professional development opportunities to become global citizenship educators.

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