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 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.

Global Citizenship Education and Sustainability Otherwise

2021 ◽  
pp. 1-23
Author(s):  
Rene Suša ◽  
Vanessa Andreotti ◽  
Sharon Stein ◽  
Cash Ahenakew ◽  
Tereza Čajkova ◽  
...  
Keyword(s):  
Citizenship Education ◽  
Global Citizenship ◽  
Global Citizenship Education ◽  
Global Challenges ◽  
Depth And Complexity ◽  
Systemic Violence ◽  
Pedagogical Frameworks ◽  
Selection Of ◽  
Pedagogical Framework

This chapter presents a selection of theoretical and pedagogical frameworks for global citizenship education (GCE) otherwise of the “Gesturing Towards Decolonial Futures” (GTDF) collective. The authors discuss the challenges of addressing the depth and complexity of existing global challenges, in particular as they relate to the questions of (un)sustainability and inherent systemic violence and injustices of modern societies. They begin by introducing the basic premises that guide the work of the GTDF collective and then proceed to map different (soft, critical, and beyond reform) approaches to GCE. The chapter also introduces the pedagogical metaphors/cartographies of the “House of Modernity,” the “Bus,” and the “In Earth's CARE” pedagogical framework and provides links and references to other pedagogical experiments, developed by the collective.

scholarly journals Global Citizenship and Analysis of Social Facts: Results of a Study with Pre-Service Teachers

2020 ◽  
Vol 9 (5) ◽  
pp. 65
Author(s):  
Gustavo González-Valencia ◽  
María Ballbé ◽  
Delfín Ortega-Sánchez
Keyword(s):  
Secondary School ◽  
Critical Literacy ◽  
Citizenship Education ◽  
Secondary School Teachers ◽  
Global Citizenship ◽  
News Item ◽  
School Teachers ◽  
Global Citizenship Education ◽  
Social Facts ◽  
Education Model

This article outlines how the dimensions of global citizenship education (GCE) are reflected in future secondary school teachers’ analysis of news items. The question that guided the research was: When analysing a news item with global implications, do teachers in training use the dimensions of the critical global citizenship education model and which critical literacy achieve? The study used a mixed methodology. Content analysis was used to analyse the information, specifically the use of codes through descriptive and inferential statistics. The findings show that the majority of future secondary school teachers tend to take a socially committed perspective, while they take a critical stance or mobilise for social justice action to a lesser extent.

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